Accounting for Cultural Preferences in the Design of Online Learning in the Arab World

ERIC Educational Resources Information Center

Hall, Andrea

2010-01-01

If cultural values affect the way that people learn, these should be accounted for in learning design. This article discusses innovative, pedagogically-sound design principles that were developed from theory and refined in an Arabic learning environment, in Oman. These principles are recommended for designing online learning that is culturally…

The CABES (Clare Adult Basic Education Service) Framework as a Tool for Teaching and Learning

ERIC Educational Resources Information Center

Greene, Moira

2015-01-01

This article describes a Framework that can be used to help bridge the gap between theory and practice in adult learning. The Framework promotes practice informed by three strands important to adult literacy work: social theories of literacy, social-constructivist learning theory and principles of adult learning. The Framework shows how five key…

What is Informal Learning and What are its Antecedents? An Integrative and Meta-Analytic Review

DTIC Science & Technology

2014-07-01

formal training. Unfortunately, theory and research surrounding informal learning remains fragmented. Given that there has been little systematic...future-oriented. Applying this framework, the construct domain of informal learning in organizations is articulated. Second, an interactionist theory ...theoretical framework and outline an agenda for future theory development, research, and application of informal learning principles in organizations

Game Engagement Theory and Adult Learning

ERIC Educational Resources Information Center

Whitton, Nicola

2011-01-01

One of the benefits of computer game-based learning is the ability of certain types of game to engage and motivate learners. However, theories of learning and engagement, particularly in the sphere of higher education, typically fail to consider gaming engagement theory. In this article, the author examines the principles of engagement from games…

A Model for Designing Instructional Narratives for Adult Learners: Connecting the Dots

ERIC Educational Resources Information Center

Smith, Debra M.

2013-01-01

The purpose of this study was to develop a research-based model for designing and deploying instructional narratives based on principles derived from narrative theory, development theory, communication theory, learning theory and instructional design theory to enable adult learning and retention and the effective transfer of that retained learning…

Naïve conceptions about multimedia learning: a study on primary school textbooks

PubMed Central

Colombo, Barbara; Antonietti, Alessandro

2013-01-01

HIGHLIGHTS This interview study explores beliefs about the instructional role of illustrationsWe compared illustrators', teachers', students' and common people's ideasParticipants' responses were internally coherent and close to multimedia learning theoryWe propose and discuss an integrated multimedia learning model An interview study, based on specific pictures taken from textbooks used in primary schools, was carried out to investigate illustrators', teachers', students', and common people's beliefs about the role that illustrations play in facilitating learning. Participants' responses were internally coherent, indicating a systematic nature of the underlying naïve conceptions. Findings disprove Mayer's pessimistic claim that laypersons' conceptions of multimedia learning fail to match experimentally supported principles and theories. On the contrary, interviewees spontaneously came very close to the multimedia learning theory, which states that students learn better from pictures, which fit specific cognitive principles. Implications for school instruction are highlighted. PMID:23908636

Naïve conceptions about multimedia learning: a study on primary school textbooks.

PubMed

Colombo, Barbara; Antonietti, Alessandro

2013-01-01

HIGHLIGHTSThis interview study explores beliefs about the instructional role of illustrationsWe compared illustrators', teachers', students' and common people's ideasParticipants' responses were internally coherent and close to multimedia learning theoryWe propose and discuss an integrated multimedia learning model An interview study, based on specific pictures taken from textbooks used in primary schools, was carried out to investigate illustrators', teachers', students', and common people's beliefs about the role that illustrations play in facilitating learning. Participants' responses were internally coherent, indicating a systematic nature of the underlying naïve conceptions. Findings disprove Mayer's pessimistic claim that laypersons' conceptions of multimedia learning fail to match experimentally supported principles and theories. On the contrary, interviewees spontaneously came very close to the multimedia learning theory, which states that students learn better from pictures, which fit specific cognitive principles. Implications for school instruction are highlighted.

How to improve medical education website design.

PubMed

Sisson, Stephen D; Hill-Briggs, Felicia; Levine, David

2010-04-21

The Internet provides a means of disseminating medical education curricula, allowing institutions to share educational resources. Much of what is published online is poorly planned, does not meet learners' needs, or is out of date. Applying principles of curriculum development, adult learning theory and educational website design may result in improved online educational resources. Key steps in developing and implementing an education website include: 1) Follow established principles of curriculum development; 2) Perform a needs assessment and repeat the needs assessment regularly after curriculum implementation; 3) Include in the needs assessment targeted learners, educators, institutions, and society; 4) Use principles of adult learning and behavioral theory when developing content and website function; 5) Design the website and curriculum to demonstrate educational effectiveness at an individual and programmatic level; 6) Include a mechanism for sustaining website operations and updating content over a long period of time. Interactive, online education programs are effective for medical training, but require planning, implementation, and maintenance that follow established principles of curriculum development, adult learning, and behavioral theory.

Wants and Needs: SAMS’ Relationship With the Army

DTIC Science & Technology

2008-05-19

Experiential Learning Model (ELM) is a theory most closely attributed to David Kolb and his book, Experiential Learning : Experience...experience alone.57 This last principle is an important aspect of the Experiential Learning Model, which is the prevailing theory of adult education in use...depth to learn the theory behind current methods and techniques, and thus achieve mastery of the art o war at the tactical and operational level.” ,

Designing Instructional Texts: Interaction between Text and Learner.

ERIC Educational Resources Information Center

Beukhof, Gijsbertus

A prescriptive theory for learning which delivers prescriptions for designing prototypes of instructional materials with different knowledge structures, the Elaboration Theory of Instruction (ETI) is based on important principles and theories of learning and instruction. This paper reports three experiments which tested ETI. The first experiment…

Putting a Frame on Leadership

ERIC Educational Resources Information Center

Dexter, Robin R.; Berube, William B.; Perry, Suzanne M.; Stader, David L.

2005-01-01

Teachers are learning more about the theories that support conceptual frameworks as a learning tool. A literature review revealed that frame theory is an accepted principle used to describe how the brain organizes experiences and new information. Frame theory supports the understanding that individuals can organize their thoughts to better…

Exploring "American History X" through Transformational Learning

ERIC Educational Resources Information Center

Sharma, Sonia

2013-01-01

Adult educators often struggle with finding creative ways to help students understand adult learning theories and applications of those theories in professional practice. Media analysis of popular culture can uncomplicate this task by engaging learners in understanding concepts, principles or theories (Baumgartner & Merriam, 1999). The purpose of…

Social Learning Theory Parenting Intervention Promotes Attachment-Based Caregiving in Young Children: Randomized Clinical Trial

ERIC Educational Resources Information Center

O'Connor, Thomas G.; Matias, Carla; Futh, Annabel; Tantam, Grace; Scott, Stephen

2013-01-01

Parenting programs for school-aged children are typically based on behavioral principles as applied in social learning theory. It is not yet clear if the benefits of these interventions extend beyond aspects of the parent-child relationship quality conceptualized by social learning theory. The current study examined the extent to which a social…

Expertise facilitates the transfer of anticipation skill across domains.

PubMed

Rosalie, Simon M; Müller, Sean

2014-02-01

It is unclear whether perceptual-motor skill transfer is based upon similarity between the learning and transfer domains per identical elements theory, or facilitated by an understanding of underlying principles in accordance with general principle theory. Here, the predictions of identical elements theory, general principle theory, and aspects of a recently proposed model for the transfer of perceptual-motor skill with respect to expertise in the learning and transfer domains are examined. The capabilities of expert karate athletes, near-expert karate athletes, and novices to anticipate and respond to stimulus skills derived from taekwondo and Australian football were investigated in ecologically valid contexts using an in situ temporal occlusion paradigm and complex whole-body perceptual-motor skills. Results indicated that the karate experts and near-experts are as capable of using visual information to anticipate and guide motor skill responses as domain experts and near-experts in the taekwondo transfer domain, but only karate experts could perform like domain experts in the Australian football transfer domain. Findings suggest that transfer of anticipation skill is based upon expertise and an understanding of principles but may be supplemented by similarities that exist between the stimulus and response elements of the learning and transfer domains.

Adult learning principles for effective teaching in radiology programmes: a review of the literature.

PubMed

Arogundade, R A

2011-01-01

Adult learning processes of acquisition of new knowledge, behaviours, skills, values or preferences generally occur as part of personal professional development. There is need for radiology residency trainers to understand the basic adult learning principles for effective teaching processes. To review the different adult learning styles, learning theories and educational practice as a guide for radiology residency trainers. Literature materials from journals, web articles and reputable textbooks in the last 20 years on adult learning principles in general and radiology in particular were reviewed. Most medical educators, including radiologists, lack appropriate formal training background in educational practice. The adult residency trainee brings to the learning environment high quantity and quality of experiences and some amount of control. Connection of this rich adult experience base to the learning process requires facilitation and motivation by the radiology educator, who must be familiar with the use of appropriate learning theories and educational practices. there is a general agreement about the content of good practice in adult education but a definite comprehensive list does not seem to exist in the literature. Nonetheless, understanding of the basic adult learning principles would aid the concept of guided training, where the adult residency trainee shoulders the bulk of the training responsibilities of acquisition of knowledge.

Simulation in paediatric urology and surgery. Part 1: An overview of educational theory.

PubMed

Nataraja, Ramesh M; Webb, Nathalie; Lopez, Pedro-Jose

2018-03-01

Surgical training has changed radically in the last few decades. The traditional Halstedian model of time-bound apprenticeship has been replaced with competency-based training. Advanced understanding of mastery learning principles has vastly altered educational methodology in surgical training, in terms of instructional design, delivery of educational content, assessment of learning, and programmatic evaluation. As part of this educational revolution, fundamentals of simulation-based education have been adopted into all levels and aspects of surgical training, requiring an understanding of concepts of fidelity and realism and the impact they have on learning. There are many educational principles and theories that can help clinical teachers understand the way that their trainees learn. In the acquisition of surgical expertise, concepts of mastery learning, deliberate practice, and experiential learning are particularly important. Furthermore, surgical teachers need to understand the principles of effective feedback, which is essential to all forms of skills learning. This article, the first of two papers, presents an overview of relevant learning theory for the busy paediatric surgeon and urologist. Seeking to introduce the concepts underpinning current changes in surgical education and training, providing practical tips to optimise teaching endeavours. Copyright © 2018 Journal of Pediatric Urology Company. Published by Elsevier Ltd. All rights reserved.

Foregrounding Knowledge in E-Learning Design: An Illustration in a Museum Setting

ERIC Educational Resources Information Center

Carvalho, Lucila; Dong, Andy; Maton, Karl

2015-01-01

The nature of knowledge, and the various forms knowledge may take, is a neglected aspect of the development of e-learning environments. This paper uses Legitimation Code Theory (LCT) to conceptualise the organising principles of knowledge practices. As we will illustrate, when it comes to the design of e-learning, the organising principles of the…

Concrescent Conversations: Generating a Cooperative Learning Experience in Principles of Management--A Postmodern Analysis

ERIC Educational Resources Information Center

Akan, Obasi Haki

2005-01-01

By taking a postmodern ontology that elevates becoming over the modern ontology of being, the author of this article proposes a theory and describes a method that teachers can use to enhance students' cooperative learning of management principles. The author asserts that the social construction of learning groups is an effect of organizing…

Educational Theories, Cultures and Learning: A Critical Perspective. Critical Perspectives on Education

ERIC Educational Resources Information Center

Daniels, Harry, Ed.; Lauder, Hugh, Ed.; Porter, Jill, Ed.

2011-01-01

"Educational Theories, Cultures and Learning" focuses on how education is understood in different cultures, the theories and related assumptions we make about learners and students and how we think about them, and how we can understand the principle actors in education--learners and teachers. Within this volume, internationally renowned…

Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning

ERIC Educational Resources Information Center

Fischer, Frank; Kollar, Ingo; Stegmann, Karsten; Wecker, Christof

2013-01-01

This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its 4 types of components of internal and external scripts (play, scene, role, and scriptlet) and 7 principles, this theory addresses the question of how CSCL practices are shaped by dynamically reconfigured internal…

Identification of Effective Teaching Behaviors

DTIC Science & Technology

1993-07-01

of proximal development reflects his two part theory of learning. Specifically, Vygotsky believes that learning has social and developmental components...which--in theory -- utilize artificial intelligence (Al) techniques to provide highly individualized instruction, much like that of a human tutor. The...this approach can produce acceptable instruction, it is not optimal. * Theory driven. Tutoring principles are based on some type of theory . Usually

Teaching Methods Utilizing a Field Theory Viewpoint in the Elementary Reading Program.

ERIC Educational Resources Information Center

LeChuga, Shirley; Lowry, Heath

1980-01-01

Suggests and lists sources of information on reading instruction that discuss the promotion and enrichment of the interactive learning process between children and their environment based on principles underlying the cognitive-field theory of learning. (MKM)

Connecting Brian Cambourne's Conditions of Learning Theory to Brain/Mind Principles: Implications for Early Childhood Educators.

ERIC Educational Resources Information Center

Rushton, Stephen P.; Eitelgeorge, Janice; Zickafoose, Ruby

2003-01-01

Relates each of the eight conditions of learning in Brian Cambourne's theory of literacy to findings in brain research within a constructivist approach to early childhood education. Cites sample classroom dialogues demonstrating classroom elements that foster a brain-based, developmentally appropriate learning environment supporting Cambourne's…

It Does Matter How We Teach Math

ERIC Educational Resources Information Center

Rodrigues, Kathleen J.

2012-01-01

This paper describes application of innovative practice and procedures in relationship to recognized principles and theory of adult education used in college math instruction. Adult learning principles provide the theoretical constructs and foundation of the practice supporting a learner-centered approach to learning. The purpose was to explore…

Aligning the Quantum Perspective of Learning to Instructional Design: Exploring the Seven Definitive Questions

ERIC Educational Resources Information Center

Janzen, Katherine J.; Perry, Beth; Edwards, Margaret

2011-01-01

This paper builds upon a foundational paper (under review) which explores the rudiments of the quantum perspective of learning. The quantum perspective of learning uses the principles of exchange theory or borrowed theory from the field of quantum holism pioneered by quantum physicist David Bohm (1971, 1973) to understand learning in a new way.…

Learning Theory and the Typewriter Teacher

ERIC Educational Resources Information Center

Wakin, B. Bertha

1974-01-01

Eight basic principles of learning are described and discussed in terms of practical learning strategies for typewriting. Described are goal setting, preassessment, active participation, individual differences, reinforcement, practice, transfer of learning, and evaluation. (SC)

Interactive Distance Education: A Cognitive Load Perspective

ERIC Educational Resources Information Center

Kalyuga, Slava

2012-01-01

Evidence-based approaches to the design of the next generation of interactive distance education need to take into account established multimedia learning principles. Cognitive load theory is a theory that has significantly contributed to the development of such principles. It has applied our knowledge of major features and processing limitations…

Bridging Levels of Analysis: Learning, Information Theory, and the Lexicon

ERIC Educational Resources Information Center

Dye, Melody

2017-01-01

While information theory is typically considered in the context of modern computing and engineering, its core mathematical principles provide a potentially useful lens through which to consider human language. Like the artificial communication systems such principles were invented to describe, natural languages involve a sender and receiver, a…

Students' Understanding of Acids/Bases in Organic Chemistry Contexts

ERIC Educational Resources Information Center

Cartrette, David P.; Mayo, Provi M.

2011-01-01

Understanding key foundational principles is vital to learning chemistry across different contexts. One such foundational principle is the acid/base behavior of molecules. In the general chemistry sequence, the Bronsted-Lowry theory is stressed, because it lends itself well to studying equilibrium and kinetics. However, the Lewis theory of…

Increasing Bellevue School District's elementary teachers' capacity for teaching inquiry-based science: Using ideas from contemporary learning theory to inform professional development

NASA Astrophysics Data System (ADS)

Maury, Tracy Anne

This Capstone project examined how leaders in the Bellevue School District can increase elementary teachers' capacity for teaching inquiry-based science through the use of professional learning activities that are grounded in ideas from human learning theory. A framework for professional development was constructed and from that framework, a set of professional learning activities were developed as a means to support teacher learning while project participants piloted new curriculum called the Isopod Habitat Challenge. Teachers in the project increased their understanding of the learning theory principles of preconceptions and metacognition. Teachers did not increase their understanding of the principle of learning with understanding, although they did articulate the significance of engaging children in student-led inquiry cycles. Data from the curriculum revision and professional development project coupled with ideas from learning theory, cognition and policy implementation, and learning community literatures suggest Bellevue's leaders can encourage peer-to-peer interaction, link professional development to teachers' daily practice, and capitalize on technology as ways to increase elementary teachers' capacity for teaching inquiry-based science. These lessons also have significance for supporting teacher learning and efficacy in other subject areas and at other levels in the system.

Lifelong learning in obstetrics and gynaecology: how theory can influence clinical practice.

PubMed

Mukhopadhyay, S; Smith, S; Cresswell, J

2011-08-01

Lifelong learning refers to the systematic acquisition, renewal, updating and completion of knowledge. It is synonymous with the term 'self-directed learning'. This is a new educational strategy meant to consolidate knowledge in a fashion that is reproducible for a lifetime with successful application to both known and unknown clinical exercises. The development of lifelong learning is based on the principles of andragogy (autonomy and independence in one's learning activities), reflection and learning from experience. This paper deals with the development of these theories culminating in the advent of self-directed learning. Evidence to support experiential, reflective and self-directed learning is provided, including the use of rating scales. An example from obstetrics is used to highlight the application of these principles. There are barriers to adopting a new educational paradigm, however, lifelong learning remains an excellent tool for continuous professional development.

Variation Theory of Learning and Developmental Pedagogy: Two Context-Related Models of Learning Grounded in Phenomenography

ERIC Educational Resources Information Center

Pramling Samuelsson, Ingrid; Pramling, Niklas

2016-01-01

Honoring the variation theory principle that meaning springs from differences, in this article we will show how two different strands of theorizing emerging from the mutual base of phenomenography have developed into developmental pedagogy and variation theory, respectively. Through looking at texts from these two strands, we will illustrate how…

The free-energy principle: a unified brain theory?

PubMed

Friston, Karl

2010-02-01

A free-energy principle has been proposed recently that accounts for action, perception and learning. This Review looks at some key brain theories in the biological (for example, neural Darwinism) and physical (for example, information theory and optimal control theory) sciences from the free-energy perspective. Crucially, one key theme runs through each of these theories - optimization. Furthermore, if we look closely at what is optimized, the same quantity keeps emerging, namely value (expected reward, expected utility) or its complement, surprise (prediction error, expected cost). This is the quantity that is optimized under the free-energy principle, which suggests that several global brain theories might be unified within a free-energy framework.

Elementary School Teachers' Interpretation and Promotion of Creativity in the Learning of Mathematics: A Grounded Theory Study

ERIC Educational Resources Information Center

Shen, Yinjing

2014-01-01

Creativity is important for young children learning mathematics. Comparing the investment theory of creativity and national standards and principles for early mathematics shows that doing mathematics is more than applying rules and procedures; rather, learning mathematics takes a lot of creativity. However, much literature claimed that creativity…

Commander’s Handbook for Unit Leader Development

DTIC Science & Technology

2007-07-02

Transforming Organizations: Growing Leaders for Tomorrow. Mahwah, NJ: Lawrence Erlbaum Associates. Kolb , D. (1984). Experiential learning : Experiences...development tools, job aides, or other on-the-job leader development interventions. Implicitly, the handbook employs adult learning theory to engage...most effective and efficient methods of leader development for a unit environment. Principles of adult learning theory were then applied to

Appropriation from a Script Theory of Guidance Perspective: A Response to Pierre Tchounikine

ERIC Educational Resources Information Center

Stegmann, Karsten; Kollar, Ingo; Weinberger, Armin; Fischer, Frank

2016-01-01

In a recent paper, Pierre Tchounikine has suggested to advance the Script Theory of Guidance (SToG) by addressing the question how learners appropriate collaboration scripts presented to them in learning environments. Tchounikine's main criticism addresses SToG's "internal script configuration principle." This principle states that in…

Toward an instructionally oriented theory of example-based learning.

PubMed

Renkl, Alexander

2014-01-01

Learning from examples is a very effective means of initial cognitive skill acquisition. There is an enormous body of research on the specifics of this learning method. This article presents an instructionally oriented theory of example-based learning that integrates theoretical assumptions and findings from three research areas: learning from worked examples, observational learning, and analogical reasoning. This theory has descriptive and prescriptive elements. The descriptive subtheory deals with (a) the relevance and effectiveness of examples, (b) phases of skill acquisition, and (c) learning processes. The prescriptive subtheory proposes instructional principles that make full exploitation of the potential of example-based learning possible. Copyright © 2013 Cognitive Science Society, Inc.

Applying the cognitive theory of multimedia learning: an analysis of medical animations.

PubMed

Yue, Carole; Kim, Jessie; Ogawa, Rikke; Stark, Elena; Kim, Sara

2013-04-01

Instructional animations play a prominent role in medical education, but the degree to which these teaching tools follow empirically established learning principles, such as those outlined in the cognitive theory of multimedia learning (CTML), is unknown. These principles provide guidelines for designing animations in a way that promotes optimal cognitive processing and facilitates learning, but the application of these learning principles in current animations has not yet been investigated. A large-scale review of existing educational tools in the context of this theoretical framework is necessary to examine if and how instructional medical animations adhere to these principles and where improvements can be made. We conducted a comprehensive review of instructional animations in the health sciences domain and examined whether these animations met the three main goals of CTML: managing essential processing; minimising extraneous processing, and facilitating generative processing. We also identified areas for pedagogical improvement. Through Google keyword searches, we identified 4455 medical animations for review. After the application of exclusion criteria, 860 animations from 20 developers were retained. We randomly sampled and reviewed 50% of the identified animations. Many animations did not follow the recommended multimedia learning principles, particularly those that support the management of essential processing. We also noted an excess of extraneous visual and auditory elements and few opportunities for learner interactivity. Many unrealised opportunities exist for improving the efficacy of animations as learning tools in medical education; instructors can look to effective examples to select or design animations that incorporate the established principles of CTML. © Blackwell Publishing Ltd 2013.

Malcolm Knowles and Carl Rogers.

ERIC Educational Resources Information Center

Boyer, Dennis L.

1984-01-01

The aim of this paper is to examine primary concerns related to the introduction of Knowles's and Rogers's theories of adult education. Comparison of andragogy and student-centered theories includes the following areas: overview, foundations, general goals, learning principles, and teaching and learning and is followed by a summary and…

Web-based Learning Environments Guided by Principles of Good Teaching Practice.

ERIC Educational Resources Information Center

Chizmar, John F.; Walbert, Mark S.

1999-01-01

Describes the preparation and execution of a statistics course, an undergraduate econometrics course, and a microeconomic theory course that all utilize Internet technology. Reviews seven principles of teaching practice in order to demonstrate how to enhance the quality of student learning using Web technologies. Includes reactions by Steve Hurd…

Cooperative Learning: A Response to Linguistic and Cultural Diversity. Language in Education: Theory and Practice 81.

ERIC Educational Resources Information Center

Holt, Daniel D., Ed.

Essays on cooperative learning focus on the use of this strategy to address the special needs of linguistically and culturally diverse student groups in elementary and secondary education. The volume contains several essays on theory, principles, and techniques of cooperative learning and a series of model instructional units for a variety of…

Ten Tips for Engaging the Millennial Learner and Moving an Emergency Medicine Residency Curriculum into the 21st Century

PubMed Central

Toohey, Shannon L.; Wray, Alisa; Wiechmann, Warren; Lin, Michelle; Boysen-Osborn, Megan

2016-01-01

Introduction Millennial learners are changing the face of residency education because they place emphasis on technology with new styles and means of learning. While research on the most effective way to teach the millennial learner is lacking, programs should consider incorporating educational theories and multimedia design principles to update the curriculum for these new learners. The purpose of the study is to discuss strategies for updating an emergency medicine (EM) residency program’s curriculum to accommodate the modern learner. Discussion These 10 tips provide detailed examples and approaches to incorporate technology and learning theories into an EM curriculum to potentially enhance learning and engagement by residents. Conclusion While it is unclear whether technologies actually promote or enhance learning, millennials use these technologies. Identifying best practice, grounded by theory and active learning principles, may help learners receive quality, high-yield education. Future studies will need to evaluate the efficacy of these techniques to fully delineate best practices. PMID:27330668

Ten Tips for Engaging the Millennial Learner and Moving an Emergency Medicine Residency Curriculum into the 21st Century.

PubMed

Toohey, Shannon L; Wray, Alisa; Wiechmann, Warren; Lin, Michelle; Boysen-Osborn, Megan

2016-05-01

Millennial learners are changing the face of residency education because they place emphasis on technology with new styles and means of learning. While research on the most effective way to teach the millennial learner is lacking, programs should consider incorporating educational theories and multimedia design principles to update the curriculum for these new learners. The purpose of the study is to discuss strategies for updating an emergency medicine (EM) residency program's curriculum to accommodate the modern learner. These 10 tips provide detailed examples and approaches to incorporate technology and learning theories into an EM curriculum to potentially enhance learning and engagement by residents. While it is unclear whether technologies actually promote or enhance learning, millennials use these technologies. Identifying best practice, grounded by theory and active learning principles, may help learners receive quality, high-yield education. Future studies will need to evaluate the efficacy of these techniques to fully delineate best practices.

Theoretical Principles to Guide the Teaching of Adjectives to Children Who Struggle With Word Learning: Synthesis of Experimental and Naturalistic Research With Principles of Learning Theory.

PubMed

Ricks, Samantha L; Alt, Mary

2016-07-01

The purpose of this tutorial is to provide clinicians with a theoretically motivated and evidence-based approach to teaching adjectives to children who struggle with word learning. Given that there are almost no treatment studies to guide this topic, we have synthesized findings from experimental and theoretical literature to come up with a principles-based approach to treatment. We provide a sample lesson plan, incorporating our 3 theoretical principles, and describe the materials chosen and methods used during treatment and assessment. This approach is theoretically motivated, but it needs to be empirically tested.

Analyzing Principal Professional Development Practices through the Lens of Adult Learning Theory

ERIC Educational Resources Information Center

Zepeda, Sally J.; Parylo, Oksana; Bengtson, Ed

2014-01-01

This qualitative study sought to identify current principal professional development practices in four school systems in Georgia and to examine them by applying the principles of adult learning theory. The cross-case analysis of principal professional development initiatives in four school districts revealed nine common practices: connecting…

Learning Organisation Review--A "Good" Theory Perspective

ERIC Educational Resources Information Center

Santa, Mijalce

2015-01-01

Purpose: The purpose of this paper is to perform integrative literature review of the learning organisation (LO) concept, on the basis of the results of the literature review to assess the concept on the principles of "good" theory, and provide future avenues for LO concept clarification and development. Design/methodology/approach: The…

Learning Theory and Its Application to At-Risk Programs for Elementary School Children.

ERIC Educational Resources Information Center

Statler, Judy K.; Petersen, George J.

Synthesizing research on effective at-risk/dropout prevention programs and the learning theory articulated in the American Psychological Association (APA) Learner-Centered Principles, this study examined the essential components present in an exemplary at-risk/dropout prevention program for kindergarten through sixth grade students. The…

Connectivism and Dimensions of Individual Experience

ERIC Educational Resources Information Center

Tschofen, Carmen; Mackness, Jenny

2012-01-01

Connectivism has been offered as a new learning theory for a digital age, with four key principles for learning: autonomy, connectedness, diversity, and openness. The testing ground for this theory has been massive open online courses (MOOCs). As the number of MOOC offerings increases, interest in how people interact and develop as individual…

The Art and Science of Learning, Teaching, and Delivering Feedback in Psychosomatic Medicine.

PubMed

Lokko, Hermioni N; Gatchel, Jennifer R; Becker, Madeleine A; Stern, Theodore A

2016-01-01

The teaching and learning of psychosomatic medicine has evolved with the better understanding of effective teaching methods and feedback delivery in medicine and psychiatry. We sought to review the variety of teaching methods used in psychosomatic medicine, to present principles of adult learning (and how these theories can be applied to students of psychosomatic medicine), and to discuss the role of effective feedback delivery in the process of teaching and learning psychosomatic medicine. In addition to drawing on the clinical and teaching experiences of the authors of the paper, we reviewed the literature on teaching methods, adult learning theories, and effective feedback delivery methods in medicine to draw parallels for psychosomatic medicine education. We provide a review of teaching methods that have been employed to teach psychosomatic medicine over the past few decades. We outline examples of educational methods using the affective, behavioral, and cognitive domains. We provide examples of learning styles together with the principles of adult learning theory and how they can be applied to psychosomatic medicine learners. We discuss barriers to feedback delivery and offer suggestions as to how to give feedback to trainees on a psychosomatic medicine service. The art of teaching psychosomatic medicine is dynamic and will continue to evolve with advances in the field. Psychosomatic medicine educators must familiarize themselves with learning domains, learning styles, and principles of adult learning in order to be impactful. Effective feedback delivery methods are critical to fostering a robust learning environment for psychosomatic medicine. Copyright © 2016 The Academy of Psychosomatic Medicine. Published by Elsevier Inc. All rights reserved.

The Efficiency Challenge: Creating a Transformative Learning Experience in a Principles of Management Course

ERIC Educational Resources Information Center

Durant, Rita A.; Carlon, Donna M.; Downs, Alexis

2017-01-01

This article describes the results of the "Efficiency Challenge," a 10-week, Principles of Management course activity that uses reflection and goal setting to help students understand the concept of operational efficiency. With transformative learning theory as a lens, we base our report on 4 years' worth of student reflections regarding…

Reframing the Principle of Specialisation in Legitimation Code Theory: A Blended Learning Perspective

ERIC Educational Resources Information Center

Owusu-Agyeman, Yaw; Larbi-Siaw, Otu

2017-01-01

This study argues that in developing a robust framework for students in a blended learning environment, Structural Alignment (SA) becomes the third principle of specialisation in addition to Epistemic Relation (ER) and Social Relation (SR). We provide an extended code: (ER+/-, SR+/-, SA+/-) that present strong classification and framing to the…

E-Learning, Multiple Intelligences Theory (MI) and Learner-Centred Instruction: Adapting MI Learning Theoretical Principles to the Instruction of Health and Safety to Construction Managers

ERIC Educational Resources Information Center

McNamee, Paul; Madden, Dave; McNamee, Frank; Wall, John; Hurst, Alan; Vrasidas, Charalambos; Chanquoy, Lucile; Baccino, Thierry; Acar, Emrah; Onwy-Yazici, Ela; Jordan, Ann

2009-01-01

This paper describes an ongoing EU project concerned with developing an instructional design framework for virtual classes (VC) that is based on the theory of Multiple Intelligences (MI) (1983). The psychological theory of Multiple Intelligences (Gardner 1983) has received much credence within instructional design since its inception and has been…

Avoidance learning: a review of theoretical models and recent developments

PubMed Central

Krypotos, Angelos-Miltiadis; Effting, Marieke; Kindt, Merel; Beckers, Tom

2015-01-01

Avoidance is a key characteristic of adaptive and maladaptive fear. Here, we review past and contemporary theories of avoidance learning. Based on the theories, experimental findings and clinical observations reviewed, we distill key principles of how adaptive and maladaptive avoidance behavior is acquired and maintained. We highlight clinical implications of avoidance learning theories and describe intervention strategies that could reduce maladaptive avoidance and prevent its return. We end with a brief overview of recent developments and avenues for further research. PMID:26257618

Master surgeons' operative teaching philosophies: a qualitative analysis of parallels to learning theory.

PubMed

Pernar, Luise I M; Ashley, Stanley W; Smink, Douglas S; Zinner, Michael J; Peyre, Sarah E

2012-01-01

Practicing within the Halstedian model of surgical education, academic surgeons serve dual roles as physicians to their patients and educators of their trainees. Despite this significant responsibility, few surgeons receive formal training in educational theory to inform their practice. The goal of this work was to gain an understanding of how master surgeons approach teaching uncommon and highly complex operations and to determine the educational constructs that frame their teaching philosophies and approaches. Individuals included in the study were queried using electronically distributed open-ended, structured surveys. Responses to the surveys were analyzed and grouped using grounded theory and were examined for parallels to concepts of learning theory. Academic teaching hospital. Twenty-two individuals identified as master surgeons. Twenty-one (95.5%) individuals responded to the survey. Two primary thematic clusters were identified: global approach to teaching (90.5% of respondents) and approach to intraoperative teaching (76.2%). Many of the emergent themes paralleled principles of transfer learning theory outlined in the psychology and education literature. Key elements included: conferring graduated responsibility (57.1%), encouraging development of a mental set (47.6%), fostering or expecting deliberate practice (42.9%), deconstructing complex tasks (38.1%), vertical transfer of information (33.3%), and identifying general principles to structure knowledge (9.5%). Master surgeons employ many of the principles of learning theory when teaching uncommon and highly complex operations. The findings may hold significant implications for faculty development in surgical education. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Computers and Cultural Diversity. Restructuring for School Success. SUNY Series, Computers in Education.

ERIC Educational Resources Information Center

DeVillar, Robert A.; Faltis, Christian J.

This book offers an alternative conceptual framework for effectively incorporating computer use within the heterogeneous classroom. The framework integrates Vygotskian social-learning theory with Allport's contact theory and the principles of cooperative learning. In Part 1 an essential element is identified for each of these areas. These are, in…

Application of Multimedia Design Principles to Visuals Used in Course-Books: An Evaluation Tool

ERIC Educational Resources Information Center

Kuzu, Abdullah; Akbulut, Yavuz; Sahin, Mehmet Can

2007-01-01

This paper introduces an evaluation tool prepared to examine the quality of visuals in course-books. The tool is based on Mayer's Cognitive Theory of Multimedia Learning (i.e. Generative Theory) and its principles regarding the correct use of illustrations within text. The reason to generate the tool, the development process along with the…

Symmetry as Bias: Rediscovering Special Relativity

NASA Technical Reports Server (NTRS)

Lowry, Michael R.

1992-01-01

This paper describes a rational reconstruction of Einstein's discovery of special relativity, validated through an implementation: the Erlanger program. Einstein's discovery of special relativity revolutionized both the content of physics and the research strategy used by theoretical physicists. This research strategy entails a mutual bootstrapping process between a hypothesis space for biases, defined through different postulated symmetries of the universe, and a hypothesis space for physical theories. The invariance principle mutually constrains these two spaces. The invariance principle enables detecting when an evolving physical theory becomes inconsistent with its bias, and also when the biases for theories describing different phenomena are inconsistent. Structural properties of the invariance principle facilitate generating a new bias when an inconsistency is detected. After a new bias is generated. this principle facilitates reformulating the old, inconsistent theory by treating the latter as a limiting approximation. The structural properties of the invariance principle can be suitably generalized to other types of biases to enable primal-dual learning.

Augmented Reflective Learning and Knowledge Retention Perceived among Students in Classrooms Involving Virtual Laboratories

ERIC Educational Resources Information Center

Achuthan, Krishnashree; Francis, Saneesh P.; Diwakar, Shyam

2017-01-01

Learning theories converge on the principles of reflective learning processes and perceive them as fundamental to effective learning. Traditional laboratory education in science and engineering often happens in highly resource-constrained environments that compromise some of the learning objectives. This paper focuses on characterizing three…

Empathic Technologies for Distance/Mobile Learning: An Empirical Research Based on the Unified Theory of Acceptance and Use of Technology (UTAUT)

ERIC Educational Resources Information Center

Isaias, Pedro; Reis, Francisco; Coutinho, Clara; Lencastre, Jose Alberto

2017-01-01

Purpose: This paper examines the acceptance, of a group of 79 students, of an educational forum, used for mobile and distance learning, that has been modified to include empathic characteristics and affective principles. Design/Methodology/Approach: With this study is proposed that the introduction of empathic and affective principles in…

Language in Thinking and Learning: Pedagogy and the New Whorfian Framework.

ERIC Educational Resources Information Center

Lee, Penny

1997-01-01

Reviews 12 elements of Whorf's theory complex, particularly the linguistic relativity principle. Shows how the theory illuminates language-mind-experience relationships with applicability to classroom practices. (SK)

Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning

PubMed Central

Fischer, Frank; Kollar, Ingo; Stegmann, Karsten; Wecker, Christof

2013-01-01

This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its 4 types of components of internal and external scripts (play, scene, role, and scriptlet) and 7 principles, this theory addresses the question of how CSCL practices are shaped by dynamically reconfigured internal collaboration scripts of the participating learners. Furthermore, it explains how internal collaboration scripts develop through participation in CSCL practices. It emphasizes the importance of active application of subject matter knowledge in CSCL practices, and it prioritizes transactive over nontransactive forms of knowledge application in order to facilitate learning. Further, the theory explains how external collaboration scripts modify CSCL practices and how they influence the development of internal collaboration scripts. The principles specify an optimal scaffolding level for external collaboration scripts and allow for the formulation of hypotheses about the fading of external collaboration scripts. Finally, the article points toward conceptual challenges and future research questions. PMID:23378679

Integrating Computer Spreadsheet Modeling into a Microeconomics Curriculum: Principles to Managerial.

ERIC Educational Resources Information Center

Clark, Joy L.; Hegji, Charles E.

1997-01-01

Notes that using spreadsheets to teach microeconomics principles enables learning by doing in the exploration of basic concepts. Introduction of increasingly complex topics leads to exploration of theory and managerial decision making. (SK)

From theory to practice: integrating instructional technology into veterinary medical education.

PubMed

Wang, Hong; Rush, Bonnie R; Wilkerson, Melinda; Herman, Cheryl; Miesner, Matt; Renter, David; Gehring, Ronette

2013-01-01

Technology has changed the landscape of teaching and learning. The integration of instructional technology into teaching for meaningful learning is an issue for all educators to consider. In this article, we introduce educational theories including constructivism, information-processing theory, and dual-coding theory, along with the seven principles of good practice in undergraduate education. We also discuss five practical instructional strategies and the relationship of these strategies to the educational theories. From theory to practice, the purpose of the article is to share our application of educational theory and practice to work toward more innovative teaching in veterinary medical education.

Applying Cognitive Load Theory Principles to Library Instructional Guidance

ERIC Educational Resources Information Center

Pickens, Kathleen E.

2017-01-01

If the goal of library instructional guidance is to provide students with the knowledge needed to acquire new skills in order to accomplish their learning objectives, then it is prudent to consider factors that impact learning. Cognitive load theory addresses several of these factors and is applicable to a wide-range of instructional devices used…

A narrative study of novice elementary teachers' perceptions of science instruction

NASA Astrophysics Data System (ADS)

Harrell, Roberta

It is hoped that, once implemented, the Next Generation Science Standards (NGSS) will engage students more deeply in science learning and build science knowledge sequentially beginning in Kindergarten (NRC, 2013). Early instruction is encouraged but must be delivered by qualified elementary teachers who have both the science content knowledge and the necessary instructional skills to teach science effectively to young children (Ejiwale, 2012, Spencer, Vogel, 2009, Walker, 2011). The purpose of this research study is to gain insight into novice elementary teachers' perceptions of science instruction. This research suggests that infusion of constructivist teaching in the elementary classroom is beneficial to the teacher's instruction of science concepts to elementary students. Constructivism is theory that learning is centered on the learner constructing new ideas or concepts built upon their current/past knowledge (Bruner, 1966). Based on this theory, it is recommended that the instructor should try to encourage students to discover principles independently; essentially the instructor presents the problem and lets students go (Good & Brophy, 2004). Discovery learning, hands-on, experimental, collaborative, and project-based learning are all approaches that use constructivist principles. The NGSS are based on constructivist principles. This narrative study provides insight into novice elementary teachers' perceptions of science instruction considered through the lens of Constructivist Theory (Bruner, 1960).

How psychological science informs the teaching of reading.

PubMed

Rayner, K; Foorman, B R; Perfetti, C A; Pesetsky, D; Seidenberg, M S

2001-11-01

This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), research from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to read. The implications of the research findings for learning to read and teaching reading are discussed. Next, the primary methods used to teach reading (phonics and whole language) are summarized. The final section reviews laboratory and classroom studies on teaching reading. From these different sources of evidence, two inescapable conclusions emerge: (a) Mastering the alphabetic principle (that written symbols are associated with phonemes) is essential to becoming proficient in the skill of reading, and (b) methods that teach this principle directly are more effective than those that do not (especially for children who are at risk in some way for having difficulty learning to read). Using whole-language activities to supplement phonics instruction does help make reading fun and meaningful for children, but ultimately, phonics instruction is critically important because it helps beginning readers understand the alphabetic principle and learn new words. Thus, elementary-school teachers who make the alphabetic principle explicit are most effective in helping their students become skilled, independent readers.

Consciousness, Learning and Interlanguage Pragmatics.

ERIC Educational Resources Information Center

Schmidt, Richard

A discussion of the ways that consciousness may be involved in learning the principles of second-language discourse and pragmatics draws on current theories of the role of consciousness in human learning in general, with suggestions for extension to the learning of pragmatics. First, research on the degree of consciousness in pragmatic learning…

Developing a Survey of Transformative Learning Outcomes and Processes Based on Theoretical Principles

ERIC Educational Resources Information Center

Stuckey, Heather L.; Taylor, Edward W.; Cranton, Patricia

2013-01-01

The purpose of this research was to develop an inclusive evaluation of "transformative learning theory" that encompassed varied perspectives of transformative learning. We constructed a validated quantitative survey to assess the potential outcomes and processes of how transformative learning may be experienced by college-educated…

Connected Teaching and Learning in K-16+ Contexts: An Annotated Bibliography

ERIC Educational Resources Information Center

Watulak, Sarah Lohnes; Woodard, Rebecca; Smith, Anna; Johnson, Lindy; Phillips, Nathan; Wargo, Katalin

2018-01-01

Connected learning is "an emerging, synthetic model of learning whose principles are consistent with those of positive youth development, sociocultural learning theory, and findings from ethnographic studies of young people's interest-related interactions with digital media" (Maul et al., 2017, p. 2). It seeks to harness new media…

Remembering Zoltan Dienes, a Maverick of Mathematics Teaching and Learning: Applying the Variability Principles to Teach Algebra

ERIC Educational Resources Information Center

Gningue, Serigne Mbaye

2016-01-01

This paper is written in honor of Zoltan Paul Dienes, an internationally renowned mathematician and educator, who passed away in January 2014. It is an attempt to describe, analyze and apply Dienes' theory on how mathematical structures can be taught by applying his four principles of learning upon which he believed a teacher can base concept…

Examination of the teaching styles of nursing professional development specialists, part II: correlational study on teaching styles and use of adult learning theory.

PubMed

Curran, Mary K

2014-08-01

This article, the second in a two-part series, details a correlational study that examined the effects of four variables (graduate degrees in nursing education, professional development training in adult learning theory, nursing professional development [NPD] certification, and NPD specialist experience) on the use of adult learning theory to guide curriculum development. Using the Principles of Adult Learning Scale, 114 NPD specialists tested the hypothesis that NPD specialists with graduate degrees in nursing education, professional development training in adult learning theory, NPD certification, and NPD experience would use higher levels of adult learning theory in their teaching practices to guide curriculum development than those without these attributes. This hypothesis was rejected as regression analysis revealed only one statistically significant predictor variable, NPD certification, influenced the use of adult learning theory. In addition, analysis revealed NPD specialists tended to support a teacher-centered rather than a learner-centered teaching style, indicating NPD educators are not using adult learning theory to guide teaching practices and curriculum development.

Health education and multimedia learning: educational psychology and health behavior theory (Part 1).

PubMed

Mas, Francisco G Soto; Plass, Jan; Kane, William M; Papenfuss, Richard L

2003-07-01

When health education researchers began to investigate how individuals make decisions related to health and the factors that influence health behaviors, they referred to frameworks shared by educational and learning research. Health education adopted the basic principles of the cognitive revolution, which were instrumental in advancing the field. There is currently a new challenge to confront: the widespread use of new technologies for health education. To better overcome this challenge, educational psychology and instructional technology theory should be considered. Unfortunately, the passion to incorporate new technologies too often overshadows how people learn or, in particular, how people learn through computer technologies. This two-part article explains how educational theory contributed to the early development of health behavior theory, describes the most relevant multimedia learning theories and constructs, and provides recommendations for developing multimedia health education programs and connecting theory and practice.

Message Design for Mobile Learning: Learning Theories, Human Cognition and Design Principles

ERIC Educational Resources Information Center

Wang, Minjuan; Shen, Ruimin

2012-01-01

The demands of an increasingly knowledge-based society and the dramatic advances in mobile phone technology are combining to spur the growth of mobile learning (mLearning). However, for mLearning to attain its full potential, it is essential to develop pedagogy and instructional design tailored to the needs of this new learning environment. At…

 Attention to Perceive, to Learn, and to Respond.

PubMed

Hall, Geoffrey; Rodríguez, Gabriel

2017-06-07

Mackintosh and his collaborators (e.g., McLaren, Kaye, & Mackintosh, 1989) put forward an account of perceptual learning effects based, in part, on learned changes in stimulus salience. In the workshop held to mark Mackintosh's retirement, and published as a special issue of this journal, Hall (2003) discussed Mackintosh's theory, and proposed his own alternative account. We now want to take the story forward in the light of findings and theoretical perspectives that have emerged since then. Specifically, we will argue that neither Mackintosh nor Hall was correct in his account of the principles that govern how changes in salience occur. Both supposed (in different ways) that such changes depend on the way in which the stimulus (or stimulus element) is predicted by another event. In contrast, theories of attentional learning (Mackintosh, 1975, Pearce & Hall, 1980) have stressed the notion that changes in the properties of a stimulus might depend on the way in which it predicts its consequences. These theories have been concerned with attention-for-learning (associability). We now consider how the general principle they both employ might be relevant to the other forms of attention (for perception and for performance) that are, we will argue, critical for the perceptual learning effect.

Invitational Education: Theory, Research and Practice

ERIC Educational Resources Information Center

Haigh, Martin

2011-01-01

Invitational Theory argues that learning is enhanced when learners are positively encouraged or "invited" into the educational experience. Arising from perceptual and self-concept theory, Invitational Pedagogy is constructed on four principles: respect for people, trust, optimism and intentionality, and upon five pillars: people, places, policies,…

Information-theoretic approach to interactive learning

NASA Astrophysics Data System (ADS)

Still, S.

2009-01-01

The principles of statistical mechanics and information theory play an important role in learning and have inspired both theory and the design of numerous machine learning algorithms. The new aspect in this paper is a focus on integrating feedback from the learner. A quantitative approach to interactive learning and adaptive behavior is proposed, integrating model- and decision-making into one theoretical framework. This paper follows simple principles by requiring that the observer's world model and action policy should result in maximal predictive power at minimal complexity. Classes of optimal action policies and of optimal models are derived from an objective function that reflects this trade-off between prediction and complexity. The resulting optimal models then summarize, at different levels of abstraction, the process's causal organization in the presence of the learner's actions. A fundamental consequence of the proposed principle is that the learner's optimal action policies balance exploration and control as an emerging property. Interestingly, the explorative component is present in the absence of policy randomness, i.e. in the optimal deterministic behavior. This is a direct result of requiring maximal predictive power in the presence of feedback.

Adaptive Computerized Instruction.

ERIC Educational Resources Information Center

Ray, Roger D.; And Others

1995-01-01

Describes an artificially intelligent multimedia computerized instruction system capable of developing a conceptual image of what a student is learning while the student is learning it. It focuses on principles of learning and adaptive behavioral control systems theory upon which the system is designed and demonstrates multiple user modes.…

Facilitation of learning: part 1.

PubMed

Warburton, Tyler; Trish, Houghton; Barry, Debbie

2016-04-06

This article, the fourth in a series of 11, discusses the context for the facilitation of learning. It outlines the main principles and theories for understanding the process of learning, including examples which link these concepts to practice. The practical aspects of using these theories in a practice setting will be discussed in the fifth article of this series. Together, these two articles will provide mentors and practice teachers with knowledge of the learning process, which will enable them to meet the second domain of the Nursing and Midwifery Council's Standards to Support Learning and Assessment in Practice on facilitation of learning.

How Can Evolution Learn?

PubMed

Watson, Richard A; Szathmáry, Eörs

2016-02-01

The theory of evolution links random variation and selection to incremental adaptation. In a different intellectual domain, learning theory links incremental adaptation (e.g., from positive and/or negative reinforcement) to intelligent behaviour. Specifically, learning theory explains how incremental adaptation can acquire knowledge from past experience and use it to direct future behaviours toward favourable outcomes. Until recently such cognitive learning seemed irrelevant to the 'uninformed' process of evolution. In our opinion, however, new results formally linking evolutionary processes to the principles of learning might provide solutions to several evolutionary puzzles - the evolution of evolvability, the evolution of ecological organisation, and evolutionary transitions in individuality. If so, the ability for evolution to learn might explain how it produces such apparently intelligent designs. Copyright © 2015 Elsevier Ltd. All rights reserved.

Evaluating theory-based evaluation: information, norms, and adherence.

PubMed

Jacobs, W Jake; Sisco, Melissa; Hill, Dawn; Malter, Frederic; Figueredo, Aurelio José

2012-08-01

Programmatic social interventions attempt to produce appropriate social-norm-guided behavior in an open environment. A marriage of applicable psychological theory, appropriate program evaluation theory, and outcome of evaluations of specific social interventions assures the acquisition of cumulative theory and the production of successful social interventions--the marriage permits us to advance knowledge by making use of both success and failures. We briefly review well-established principles within the field of program evaluation, well-established processes involved in changing social norms and social-norm adherence, the outcome of several program evaluations focusing on smoking prevention, pro-environmental behavior, and rape prevention and, using the principle of learning from our failures, examine why these programs often do not perform as expected. Finally, we discuss the promise of learning from our collective experiences to develop a cumulative science of program evaluation and to improve the performance of extant and future interventions. Copyright © 2012. Published by Elsevier Ltd.

Promoting Learning of Instructional Design via Overlay Design Tools

ERIC Educational Resources Information Center

Carle, Andrew Jacob

2012-01-01

I begin by introducing Virtual Design Apprenticeship (VDA), a learning model--built on a solid foundation of education principles and theories--that promotes learning of design skills via overlay design tools. In VDA, when an individual needs to learn a new design skill or paradigm she is provided accessible, concrete examples that have been…

An Operational Approach for Building Learning Environments Supporting Cognitive Flexibility

ERIC Educational Resources Information Center

Chieu, Vu Minh

2007-01-01

Constructivism is a learning theory that states that people learn by actively constructing their own knowledge, based on prior knowledge. A significant number of ICT-based constructivist learning systems have been proposed in recent years. According to our analysis, those systems exhibit only a few constructivist principles, and a critical problem…

Evaluation of Two Teaching Programs Based on Structural Learning Principles.

ERIC Educational Resources Information Center

Haussler, Peter

1978-01-01

Structural learning theory and the Rasch model measured learning gain, retention, and transfer in 1,037 students, grades 7-10. Students learned nine functional relationships with either spontaneous or synthetic algorithms. The Rasch model gave the better description of the data. The hypothesis that the synthetic method was superior was refuted.…

Achieving Complex Learning Outcomes through Adoption of a Pedagogical Perspective: A Model for Computer Technology Delivered Instruction

ERIC Educational Resources Information Center

Bellard, Breshanica

2018-01-01

Professionals responsible for the delivery of education and training using technology systems and platforms can facilitate complex learning through application of relevant strategies, principles and theories that support how learners learn and that support how curriculum should be designed in a technology based learning environment. Technological…

Using Appreciative Inquiry and Dialogical Learning to Explore Dominant Paradigms

ERIC Educational Resources Information Center

Neville, Mary Grace

2008-01-01

Experiential learning theory, conversational learning, and seminar practices combine to shape an educational experience that is grounded in principles of appreciative inquiry. The seminar, taught to undergraduate business majors, seeks to encourage students to explore their underlying assumptions about business in society. Because postindustrial…

The Foray into the Neurosciences: Have We Learned Anything Useful Yet?

ERIC Educational Resources Information Center

Mollica, Anthony; Danesi, Marcel

1995-01-01

Reviews research on the neuroscientific perspective to second-language acquisition and teaching, focusing on the "critical period" of language acquisition, brain hemispheric mapping, universal grammar theory, the modal directionality principle, and the modal focusing principle. (contains 74 references) (MDM)

Applying Economics Using Interactive Learning Modules

ERIC Educational Resources Information Center

Goma, Ophelia D.

2010-01-01

This article describes the use of web-based, interactive learning modules in the principles of economics course. The learning modules introduce students to important, historical economic events while providing real-world application of the economic theory presented in class. Each module is designed to supplement and complement the economic theory…

An investigation of meaningful understanding and effectiveness of the implementation of Piagetian and Ausubelian theories in physics instruction

NASA Astrophysics Data System (ADS)

Williams, Karen Ann

One section of college students (N = 25) enrolled in an algebra-based physics course was selected for a Piagetian-based learning cycle (LC) treatment while a second section (N = 25) studied in an Ausubelian-based meaningful verbal reception learning treatment (MVRL). This study examined the students' overall (concept + problem solving + mental model) meaningful understanding of force, density/Archimedes Principle, and heat. Also examined were students' meaningful understanding as measured by conceptual questions, problems, and mental models. In addition, students' learning orientations were examined. There were no significant posttest differences between the LC and MVRL groups for students' meaningful understanding or learning orientation. Piagetian and Ausubelian theories explain meaningful understanding for each treatment. Students from each treatment increased their meaningful understanding. However, neither group altered their learning orientation. The results of meaningful understanding as measured by conceptual questions, problem solving, and mental models were mixed. Differences were attributed to the weaknesses and strengths of each treatment. This research also examined four variables (treatment, reasoning ability, learning orientation, and prior knowledge) to find which best predicted students' overall meaningful understanding of physics concepts. None of these variables were significant predictors at the.05 level. However, when the same variables were used to predict students' specific understanding (i.e. concept, problem solving, or mental model understanding), the results were mixed. For forces and density/Archimedes Principle, prior knowledge and reasoning ability significantly predicted students' conceptual understanding. For heat, however, reasoning ability was the only significant predictor of concept understanding. Reasoning ability and treatment were significant predictors of students' problem solving for heat and forces. For density/Archimedes Principle, treatment was the only significant predictor of students' problem solving. None of the variables were significant predictors of mental model understanding. This research suggested that Piaget and Ausubel used different terminology to describe learning yet these theories are similar. Further research is needed to validate this premise and validate the blending of the two theories.

Examination of the Teaching Styles of Nursing Professional Development Specialists, Part II: Correlational Study on Teaching Styles and Use of Adult Learning Theory.

PubMed

Curran, Mary K

2014-07-16

This article, the second in a two-part series, details a correlational study that examined the effects of four variables (graduate degrees in nursing education, professional development training in adult learning theory, nursing professional development [NPD] certification, and NPD specialist experience) on the use of adult learning theory to guide curriculum development. Using the Principles of Adult Learning Scale, 114 NPD specialists tested the hypothesis that NPD specialists with graduate degrees in nursing education, professional development training in adult learning theory, NPD certification, and NPD experience would use higher levels of adult learning theory in their teaching practices to guide curriculum development than those without these attributes. This hypothesis was rejected as regression analysis revealed only one statistically significant predictor variable, NPD certification, influenced the use of adult learning theory. In addition, analysis revealed NPD specialists tended to support a teacher-centered rather than a learner-centered teaching style, indicating NPD educators are not using adult learning theory to guide teaching practices and curriculum development. J Contin Educ Nurs. 2014;45(8):xxx-xxx. Copyright 2014, SLACK Incorporated.

Cognitive Scientists Prefer Theories and Testable Principles with Teeth

ERIC Educational Resources Information Center

Graesser, Arthur C.

2009-01-01

Alexander, Schallert, and Reynolds (2009/this issue) proposed a definition and landscape of learning that included 9 principles and 4 dimensions ("what," "who," "where," "when"). This commentary reflects on the utility of this definition and 4-dimensional landscape from the standpoint of educational…

Bridging Home and School: Understanding Immigrant Mothers' Cultural Capital and Concerns about Play-Based Learning

ERIC Educational Resources Information Center

Yahya, Raudhah

2016-01-01

This article explores immigrant mothers' experiences and perspectives on early learning to identify the underlying principles of parents' learning theories and their concerns about pedagogic practices at school. It employs data from interviews with nineteen immigrant mothers that reveal a discord between learning beliefs and practices at home and…

Teaching with Dogs: Learning about Learning through Hands-on Experience in Dog Training

ERIC Educational Resources Information Center

McConnell, Bridget L.

2016-01-01

This paper summarizes a pilot study of an experiential learning technique that was designed to give undergraduate students a greater understanding of the principles and theories of learning and behavior, which is traditionally taught only in a lecture-based format. Students were assigned the role of a dog trainer, and they were responsible for…

Action Learning, the Tool for Problem-Solving in Universities; Uganda Martyrs Nkozi, Makerere and Nkumba Universities

ERIC Educational Resources Information Center

Bwegyeme, Jacinta; Munene, John C.

2015-01-01

The article presents an account of how action learning principles were implemented to alleviate complex problems in universities. It focuses on the registrars and administrators under the academic Registrar's department. The Marquardt model of action learning was used in combination with the constructivist theories of learning, namely community of…

Explaining compound generalization in associative and causal learning through rational principles of dimensional generalization.

PubMed

Soto, Fabian A; Gershman, Samuel J; Niv, Yael

2014-07-01

How do we apply learning from one situation to a similar, but not identical, situation? The principles governing the extent to which animals and humans generalize what they have learned about certain stimuli to novel compounds containing those stimuli vary depending on a number of factors. Perhaps the best studied among these factors is the type of stimuli used to generate compounds. One prominent hypothesis is that different generalization principles apply depending on whether the stimuli in a compound are similar or dissimilar to each other. However, the results of many experiments cannot be explained by this hypothesis. Here, we propose a rational Bayesian theory of compound generalization that uses the notion of consequential regions, first developed in the context of rational theories of multidimensional generalization, to explain the effects of stimulus factors on compound generalization. The model explains a large number of results from the compound generalization literature, including the influence of stimulus modality and spatial contiguity on the summation effect, the lack of influence of stimulus factors on summation with a recovered inhibitor, the effect of spatial position of stimuli on the blocking effect, the asymmetrical generalization decrement in overshadowing and external inhibition, and the conditions leading to a reliable external inhibition effect. By integrating rational theories of compound and dimensional generalization, our model provides the first comprehensive computational account of the effects of stimulus factors on compound generalization, including spatial and temporal contiguity between components, which have posed long-standing problems for rational theories of associative and causal learning. (c) 2014 APA, all rights reserved.

Explaining Compound Generalization in Associative and Causal Learning Through Rational Principles of Dimensional Generalization

PubMed Central

Soto, Fabian A.; Gershman, Samuel J.; Niv, Yael

2014-01-01

How do we apply learning from one situation to a similar, but not identical, situation? The principles governing the extent to which animals and humans generalize what they have learned about certain stimuli to novel compounds containing those stimuli vary depending on a number of factors. Perhaps the best studied among these factors is the type of stimuli used to generate compounds. One prominent hypothesis is that different generalization principles apply depending on whether the stimuli in a compound are similar or dissimilar to each other. However, the results of many experiments cannot be explained by this hypothesis. Here we propose a rational Bayesian theory of compound generalization that uses the notion of consequential regions, first developed in the context of rational theories of multidimensional generalization, to explain the effects of stimulus factors on compound generalization. The model explains a large number of results from the compound generalization literature, including the influence of stimulus modality and spatial contiguity on the summation effect, the lack of influence of stimulus factors on summation with a recovered inhibitor, the effect of spatial position of stimuli on the blocking effect, the asymmetrical generalization decrement in overshadowing and external inhibition, and the conditions leading to a reliable external inhibition effect. By integrating rational theories of compound and dimensional generalization, our model provides the first comprehensive computational account of the effects of stimulus factors on compound generalization, including spatial and temporal contiguity between components, which have posed longstanding problems for rational theories of associative and causal learning. PMID:25090430

Motivational Design in Information Literacy Instruction

ERIC Educational Resources Information Center

Hess, Amanda Nichols

2015-01-01

Motivational design theory complements instructional design theory and, when used together, both principles can affect learning, knowledge acquisition, and knowledge retention. In information literacy instruction, motivational design exists throughout the appropriate standards documents. However, there is limited current research on the best…

Safety in numbers 3: Authenticity, Building knowledge & skills and Competency development & assessment: the ABC of safe medication dosage calculation problem-solving pedagogy.

PubMed

Weeks, Keith W; Meriel Hutton, B; Coben, Diana; Clochesy, John M; Pontin, David

2013-03-01

When designing learning and assessment environments it is essential to articulate the underpinning education philosophy, theory, model and learning style support mechanisms that inform their structure and content. We elaborate on original PhD research that articulates the design rationale of authentic medication dosage calculation problem-solving (MDC-PS) learning and diagnostic assessment environments. These environments embody the principles of authenticity, building knowledge and skills and competency assessment and are designed to support development of competence and bridging of the theory-practice gap. Authentic learning and diagnostic assessment environments capture the features and expert practices that are located in real world practice cultures and recreate them in authentic virtual clinical environments. We explore how this provides students with a safe virtual authentic environment to actively experience, practice and undertake MDC-PS learning and assessment activities. We argue that this is integral to the construction and diagnostic assessment of schemata validity (mental constructions and frameworks that are an individual's internal representation of their world), bridging of the theory-practice gap and cognitive and functional competence development. We illustrate these principles through the underpinning pedagogical design of two online virtual authentic learning and diagnostic assessment environments (safeMedicate and eDose™). Copyright © 2012. Published by Elsevier Ltd.

Effective Principles in Designing E-Course in Light of Learning Theories

ERIC Educational Resources Information Center

Afifi, Muhammad K.; Alamri, Saad S.

2014-01-01

The researchers conducted an exploratory study to determine the design quality of some E-courses delivered via the web to a number of colleagues at the university. Results revealed a number of shortcomings in the design of these courses, mostly due to the absence of effective principles in the design of these E-courses, especially principles of…

Motivation and Engagement in Authorship Learning

ERIC Educational Resources Information Center

Donaldson, Jonan Phillip; Bucy, Mary

2016-01-01

Constructionist principles provide fertile ground for developing innovative approaches to learning. Using a grounded theory qualitative research design, we analyzed participant reports of their experience in an online course in which they collaboratively authored a book. Our qualitative analysis suggested that participants experienced…

A Neuroscience Perspective on Learning

ERIC Educational Resources Information Center

Sloan, Dendy; Norrgran, Cynthia

2016-01-01

We briefly discuss memory types and three modern principles of neuroscience: 1) Protein growth at the synapse, 2) the three-brain theory, and 3) the interplay of the hippocampus, the neocortex, and the prefrontal cortex. To illustrate the potential of this perspective, four applications of these principles are provided.

Rona's Story and the Theory of Symbolic Interactionism

ERIC Educational Resources Information Center

Naveh, Nissan

2010-01-01

This article presents a method for teaching the theory of symbolic interactionism in a high-school course--Introduction to Sociology. The role-playing game used as a method for teaching the theory is grounded on a philosophy of education whose principles call for meaningful and relevant learning, based on experiential activity and investigation of…

Failures of explaining away and screening off in described versus experienced causal learning scenarios.

PubMed

Rehder, Bob; Waldmann, Michael R

2017-02-01

Causal Bayes nets capture many aspects of causal thinking that set them apart from purely associative reasoning. However, some central properties of this normative theory routinely violated. In tasks requiring an understanding of explaining away and screening off, subjects often deviate from these principles and manifest the operation of an associative bias that we refer to as the rich-get-richer principle. This research focuses on these two failures comparing tasks in which causal scenarios are merely described (via verbal statements of the causal relations) versus experienced (via samples of data that manifest the intervariable correlations implied by the causal relations). Our key finding is that we obtained stronger deviations from normative predictions in the described conditions that highlight the instructed causal model compared to those that presented data. This counterintuitive finding indicate that a theory of causal reasoning and learning needs to integrate normative principles with biases people hold about causal relations.

Science and technology convergence: with emphasis for nanotechnology-inspired convergence

NASA Astrophysics Data System (ADS)

Bainbridge, William S.; Roco, Mihail C.

2016-07-01

Convergence offers a new universe of discovery, innovation, and application opportunities through specific theories, principles, and methods to be implemented in research, education, production, and other societal activities. Using a holistic approach with shared goals, convergence seeks to transcend existing human limitations to achieve improved conditions for work, learning, aging, physical, and cognitive wellness. This paper outlines ten key theories that offer complementary perspectives on this complex dynamic. Principles and methods are proposed to facilitate and enhance science and technology convergence. Several convergence success stories in the first part of the 21st century—including nanotechnology and other emerging technologies—are discussed in parallel with case studies focused on the future. The formulation of relevant theories, principles, and methods aims at establishing the convergence science.

Cybernetic Principles of Learning and Educational Design.

ERIC Educational Resources Information Center

Smith, Karl U.; Smith, Margaret Foltz

This book presents the cybernetic theory of learning and the evidence which supports it. Learning is more than the openloop forming of new stimulus-response associations--it is a process of reorganization of sensory feedback within a closed loop, or pattern, which increases the learner's level of control over his own behavior and the stimuli in…

John Dewey's Pragmatism: Implications for Reflection in Service-Learning

ERIC Educational Resources Information Center

Maddux, Harry Clark; Donnett, Deborah

2015-01-01

This essay examines the relationship of philosophical pragmatism to the practice of reflection in service-learning. Service-learning theory and practice often elides over or ignores entirely the principles of inquiry as developed by Dewey. The exercise of reflective thought requires that educators create a situation of discomfort for learners, and…

Retrospective Evaluation of a Collaborative LearningScience Module: The Users' Perspective

ERIC Educational Resources Information Center

DeWitt, Dorothy; Siraj, Saedah; Alias, Norlidah; Leng, Chin Hai

2013-01-01

This study focuses on the retrospective evaluation of collaborative mLearning (CmL) Science module for teaching secondary school science which was designed based on social constructivist learning theories and Merrill's First Principle of Instruction. This study is part of a developmental research in which computer-mediated communication (CMC)…

Combining Adaptive Hypermedia with Project and Case-Based Learning

ERIC Educational Resources Information Center

Papanikolaou, Kyparisia; Grigoriadou, Maria

2009-01-01

In this article we investigate the design of educational hypermedia based on constructivist learning theories. According to the principles of project and case-based learning we present the design rational of an Adaptive Educational Hypermedia system prototype named MyProject; learners working with MyProject undertake a project and the system…

Integration of Andragogy into Preceptorship

ERIC Educational Resources Information Center

Leigh, Katherine; Whitted, Kelli; Hamilton, Bernita

2015-01-01

Return of registered nurses to school dictates that mobility programs integrate principles and design elements of adult learning theory. The Decisional Matrix for Preceptorship Experiences (DMPE) was designed to support mutual needs assessment and identification of individualized clinical learning activities. Using the Andragogy in Practice…

A Cross-Sectional Descriptive Study of Graduate Students' Perceptions of Learning Effectiveness in Face-to-Face and Online Courses

ERIC Educational Resources Information Center

Evans, Nicole Stayton

2013-01-01

The measurement of student perceptions of learning effectiveness is often used as a tool at universities to enhance the quality of course offerings. The recent growth in online course offerings creates new challenges in evaluating learning effectiveness. This study used three principles of adult learning theory, foundation, self-concept, and…

Multimedia Learning in an Interactive Self-Explaining Environment: What Works in the Design of Agent-Based Microworlds?

ERIC Educational Resources Information Center

Mayer, Richard E.; Dow, Gayle T.; Mayer, Sarah

2003-01-01

Students learned about electric motors by asking questions and receiving answers from an on-screen pedagogical agent named Dr. Phyz who stood next to an on-screen drawing of an electric motor. Results are consistent with a cognitive theory of multimedia learning and yield principles for the design of interactive multimedia learning environments.…

Ethical issues and accountability in pressure ulcer prevention.

PubMed

Welsh, Lynn

2014-10-28

Pressure ulcers represent a considerable cost, both in terms of healthcare spending and quality of life. They are increasingly viewed in terms of patient harm. For clinicians involved in pressure ulcer prevention, ethical issues surrounding accountability may arise from both policy and practice perspectives. It may be useful for clinicians to refer to ethical theories and principles to create frameworks when addressing ethical dilemmas. However, such theories and principles have been criticised for their simplicity and over-generalisation. Alternative theories, for example, virtue ethics and experiential learning, can provide more comprehensive guidance and promote a pluralistic approach to tackling ethical dilemmas.

Experiential learning: transforming theory into practice.

PubMed

Yardley, Sarah; Teunissen, Pim W; Dornan, Tim

2012-01-01

Whilst much is debated about the importance of experiential learning in curriculum development, the concept only becomes effective if it is applied in an appropriate way. We believe that this effectiveness is directly related to a sound understanding of the theory, supporting the learning. The purpose of this article is to introduce readers to the theories underpinning experiential learning, which are then expanded further in an AMEE Guide, which considers the theoretical basis of experiential learning from a social learning, constructionist perspective and applies it to three stages of medical education: early workplace experience, clerkships and residency. This article argues for the importance and relevance of experiential learning and addresses questions that are commonly asked about it. First, we answer the questions 'what is experiential learning?' and 'how does it relate to social learning theory?' to orientate readers to the principles on which our arguments are based. Then, we consider why those ideas (theories) are relevant to educators--ranging from those with responsibilities for curriculum design to 'hands-on' teachers and workplace supervisors. The remainder of this article discusses how experiential learning theories and a socio-cultural perspective can be applied in practice. We hope that this will give readers a taste for our more detailed AMEE Guide and the further reading recommended at the end of it.

Weather to Make a Decision

ERIC Educational Resources Information Center

Hoyle, Julie E.; Mjelde, James W.; Litzenberg, Kerry K.

2006-01-01

DECIDE is a teacher-friendly, integrated approach designed to stimulate learning by allowing students to make decisions about situations they face in their lives while using scientific weather principles. This learning unit integrates weather science, decision theory, mathematics, statistics, geography, and reading in a context of decision…

Design Guidelines for Digital Learning Material for Food Chemistry Education.

ERIC Educational Resources Information Center

Diederen, Julia; Gruppen, Harry; Voragen, Alphons G. J.; Hartog, Rob; Mulder, Martin; Biemans, Harm

This paper describes the first stage of a 4-year research project on the design, development and use of Web-based digital learning material for food chemistry education. The paper discusses design guidelines, based on principles that were selected from theories on learning and instruction, and illustrates in detail how these guidelines were used…

Didactic and Technical Considerations When Developing e-Learning and CME

ERIC Educational Resources Information Center

te Pas, Ellen; Wieringa-de Waard, Margreet; Blok, Bernadette Snijders; Pouw, Henny; van Dijk, Nynke

2016-01-01

Several usability issues were encountered during the design of a blended e-learning program for a course in evidence-based medicine for general practice trainers. The program was developed in four steps. We focused in this article on step 2 and 3. Step 2 focused on which educational principles to apply, that is, which learning theories,…

Learning of a Formation Principle for the Secondary Phonemic Function of a Syllabic Orthography

ERIC Educational Resources Information Center

Fletcher-Flinn, Claire M.; Thompson, G. Brian; Yamada, Megumi; Meissel, Kane

2014-01-01

It has been observed in Japanese children learning to read that there is an early and rapid shift from exclusive reading of hiragana as syllabograms to the dual-use convention in which some hiragana also represent phonemic elements. Such rapid initial learning appears contrary to the standard theories of reading acquisition that require…

Motivation in Education.

ERIC Educational Resources Information Center

Ray, Nancy L.

This paper presents basic principles and theories of motivation, attempts to provide a better understanding of the concept, and explores the role motivation plays in learning. Basic theories of motivation are reviewed including: Freud's belief in motivation by the id, unconscious forces, and sexual stages; Jung and Adler's belief that people are…

Darwinism and the Behavioral Theory of Sociocultural Evolution: An Analysis.

ERIC Educational Resources Information Center

Langdon, John

1979-01-01

Challenges the view that the social sciences are theoretically impoverished disciplines when compared with the natural sciences. Demonstrates that the synthesis of an abstract Darwinian model of systemic adaptation and the behavioral principles of social learning produces a logical theory of sociocultural evolution. (DB)

Neural principles of memory and a neural theory of analogical insight

NASA Astrophysics Data System (ADS)

Lawson, David I.; Lawson, Anton E.

1993-12-01

Grossberg's principles of neural modeling are reviewed and extended to provide a neural level theory to explain how analogies greatly increase the rate of learning and can, in fact, make learning and retention possible. In terms of memory, the key point is that the mind is able to recognize and recall when it is able to match sensory input from new objects, events, or situations with past memory records of similar objects, events, or situations. When a match occurs, an adaptive resonance is set up in which the synaptic strengths of neurons are increased; thus a long term record of the new input is formed in memory. Systems of neurons called outstars and instars are presumably the underlying units that enable this to occur. Analogies can greatly facilitate learning and retention because they activate the outstars (i.e., the cells that are sampling the to-be-learned pattern) and cause the neural activity to grow exponentially by forming feedback loops. This increased activity insures the boost in synaptic strengths of neurons, thus causing storage and retention in long-term memory (i.e., learning).

On the Dirichlet's Box Principle

ERIC Educational Resources Information Center

Poon, Kin-Keung; Shiu, Wai-Chee

2008-01-01

In this note, we will focus on several applications on the Dirichlet's box principle in Discrete Mathematics lesson and number theory lesson. In addition, the main result is an innovative game on a triangular board developed by the authors. The game has been used in teaching and learning mathematics in Discrete Mathematics and some high schools in…

Learning by Doing: Teaching Decision Making through Building a Code of Ethics.

ERIC Educational Resources Information Center

Hawthorne, Mark D.

2001-01-01

Notes that applying abstract ethical principles to the practical business of building a code of applied ethics for a technical communication department teaches students that they share certain unarticulated or unconscious values that they can translate into ethical principles. Suggests that combining abstract theory with practical policy writing…

Reading Improvement in the Secondary School.

ERIC Educational Resources Information Center

Dechant, Emerald

This book, a comprehensive statement about the reading problems of adolescent students, relates the principles of learning and learning theory to the teaching of reading. Using a linguistic orientation, the author guides the teacher through the procedure for developing word recognition skills, comprehension skills, content-area reading skills, and…

ZAPs: Using Interactive Programs for Learning Psychology

ERIC Educational Resources Information Center

Hulshof, Casper D.; Eysink, Tessa H. S.; Loyens, Sofie; de Jong, Ton

2005-01-01

ZAPs are short, self-contained computer programs that encourage students to experience psychological phenomena in a vivid, self-explanatory way, and that are meant to evoke enthusiasm about psychological topics. ZAPs were designed according to principles that originate from experiential and discovery learning theories. The interactive approach…

The Evolution of Learning Mechanisms.

ERIC Educational Resources Information Center

Garcia, John; Garcia y Robertson, Rodrigo

This paper introduces seven principles of learning, enduring over the last five centuries of psychological thought, to discuss the evolution of the "Biophyche" (the brain in action) in the development of humans and other large organisms. It describes the conditioning theories of Darwin, Pavlov, and Thorndike and critically reviews the…

The discipline of hospital development: a conceptual framework incorporating marketing, managerial, consumer behavior, and adult learning theories.

PubMed

Shirley, S; Stampfl, R

1997-12-01

The purpose of this explanatory and prescriptive article is to identify interdisciplinary theories used by hospital development to direct its practice. The article explores, explains, and applies theories and principles from behavioral, social, and managerial disciplines. Learning, motivational, organizational, marketing, and attitudinal theories are incorporated and transformed into the fundamental components of a conceptual framework that provides an overview of the practice of hospital development. How this discipline incorporates these theories to design, explain, and prescribe the focus of its own practice is demonstrated. This interdisciplinary approach results in a framework for practice that is adaptable to changing social, cultural, economic, political, and technological environments.

RCR Online Course: Build an Online Course to Augment RCR Training Using Evidenced-Based Learning Theory

PubMed Central

Ratliff, Mary; Masen, Nicole; Sullivan, Stephen; Fleming, Michael F.; Carney, Paula

2013-01-01

This article demonstrates how to apply evidenced-based instructional design principles to develop a supplemental, online Responsible Conduct of Research (RCR) course. The supplement RCR course may serve to appropriately augment the National Institutes of Health (NIH) required RCR training. The way to ensure that an online RCR course is effective is to incorporate evidence-based learning theories into the development of the course content. This article specifically demonstrates application of Bloom’s taxonomy and Gagne’s Nine Instructional Events to a research misconduct course. At the conclusion, the reader will be able to apply evidence-based learning theories to the development of any online course. PMID:22861181

Cognitive Load Theory and Music Instruction

ERIC Educational Resources Information Center

Owens, Paul; Sweller, John

2008-01-01

In two experiments, the principles of cognitive load theory were applied to the design of alternatives to conventional music instruction hypothesised to facilitate learning. Experiment 1 demonstrated that spatial integration of visual text and musical notation, and dual-modal delivery of auditory text and musical notation, were superior to the…

The Harmonic Sieve: A Novel Application of Fourier Analysis to Machine Learning Theory and Practice.

DTIC Science & Technology

1995-08-23

1987. [Ros62] F. Rosenblatt. Principles of Neurodynamics : Perceptrons and the Theory of Brain Mechanisms. Spartan Books, 1962. [RHW86] D. E...editors, Parallel Distributed Processing: Explorations in the Micro structures of Cognition , volume 1, chapter 8, pages 318-362. MIT Press, 1986

An application of programmatic assessment for learning (PAL) system for general practice training.

PubMed

Schuwirth, Lambert; Valentine, Nyoli; Dilena, Paul

2017-01-01

Aim: Programmatic assessment for learning (PAL) is becoming more and more popular as a concept but its implementation is not without problems. In this paper we describe the design principles behind a PAL program in a general practice training context. Design principles: The PAL program was designed to optimise the meaningfulness of assessment information for the registrar and to make him/her use that information to self regulate their learning. The main principles in the program were cognitivist and transformative. The main cognitive principles we used were fostering the understanding of deep structures and stimulating transfer by making registrars constantly connect practice experiences with background knowledge. Ericsson's deliberate practice approach was built in with regard to the provision of feedback combined with Pintrich's model of self regulation. Mezirow's transformative learning and insights from social network theory on collaborative learning were used to support the registrars in their development to become GP professionals. Finally the principal of test enhanced learning was optimised. Epilogue: We have provided this example explain the design decisions behind our program, but not want to present our program as the solution to any given situation.

A learning theory account of depression.

PubMed

Ramnerö, Jonas; Folke, Fredrik; Kanter, Jonathan W

2015-06-11

Learning theory provides a foundation for understanding and deriving treatment principles for impacting a spectrum of functional processes relevant to the construct of depression. While behavioral interventions have been commonplace in the cognitive behavioral tradition, most often conceptualized within a cognitive theoretical framework, recent years have seen renewed interest in more purely behavioral models. These modern learning theory accounts of depression focus on the interchange between behavior and the environment, mainly in terms of lack of reinforcement, extinction of instrumental behavior, and excesses of aversive control, and include a conceptualization of relevant cognitive and emotional variables. These positions, drawn from extensive basic and applied research, cohere with biological theories on reduced reward learning and reward responsiveness and views of depression as a heterogeneous, complex set of disorders. Treatment techniques based on learning theory, often labeled Behavioral Activation (BA) focus on activating the individual in directions that increase contact with potential reinforcers, as defined ideographically with the client. BA is considered an empirically well-established treatment that generalizes well across diverse contexts and populations. The learning theory account is discussed in terms of being a parsimonious model and ground for treatments highly suitable for large scale dissemination. © 2015 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

The Effect of Lesson Structures on Predication and Inference.

ERIC Educational Resources Information Center

Li, Tiancheng; Jonassen, David H.

Theories of situated learning attempt to overcome the ill-structured nature of some domains of learning, and to use students' tendencies to construct knowledge representation on context and prior experience. Success comes when students apply abstract principles to real life. This study compares the effectiveness of two different lesson structures…

Twenty Years of Progress toward a Discipline.

ERIC Educational Resources Information Center

Cohen, Arthur M.

The Western College Reading and Learning Association (WCRLA) has been a lead organization in promoting a professional consciousness among teachers of remedial studies and managers of learning laboratories. Its members are also creating an academic discipline centering on the principles of instruction. The theories of this discipline have been…

SPELT (Strategies Program for Effective Learning/Thinking): A Description and Analysis of Instructional Procedures.

ERIC Educational Resources Information Center

Peat, D.; And Others

1989-01-01

Describes an instructional model, Strategies Program for Effective Learning/Thinking (SPELT), that was developed to translate cognitive psychological theory and research into a practical instructional program. The extent to which SPELT conforms to current instructional design principles is examined, and macro versus micro instructional sequencing…

Learning Complex Scientific Information: Motivation Theory and Its Relation to Student Perceptions.

ERIC Educational Resources Information Center

Hynd, Cynthia; Holschuh, Jodi; Nist, Sherrie

2000-01-01

Examines motivation in high school students' conceptual change about physics principles, and college students' motivation for biology learning. Finds grades and interest were important, but students did not report the importance of social support. Suggests similar motivations are important in both conceptual change and assimilation and help…

New Goals and Changed Roles: Re-Visioning Teacher Education.

ERIC Educational Resources Information Center

Hawley, Willis D.

1993-01-01

It is argued that the current agenda for improving teacher education only seeks to improve the present system. A new, radically restructured approach would train teachers to learn from their experiences, communicate clearly, know their subject matter, integrate ideas into practice, apply learning theory and child development principles, and…

Gains in Factual and Applied Knowledge: College Students Using IRIS Modules Assigned as Homework or in Class

ERIC Educational Resources Information Center

IRIS Center, 2017

2017-01-01

During the 2005-2006 academic year, the impact of IRIS Modules on student learning was conducted to examine how factors related to instructor application of the principles of the How People Learn theory (HPL) affect student learning. The module's content pertained to teaching self-regulation strategies to students. In an introductory class at a…

Learning on the Move: A Reassessment of Mobility through the Lens of Bateson's Learning Theory

ERIC Educational Resources Information Center

Janand, Anne; Notais, Amélie

2018-01-01

Purpose: This paper aims to explore the types of learning engendered by internal mobility (IM) by referring to the principles elaborated by Bateson (1972). Design/methodology/approach: A qualitative methodology is followed with interviews among 50 professionals working at four large French firms. Findings: A system of classification for IM is…

Concept-Based Learning in Clinical Experiences: Bringing Theory to Clinical Education for Deep Learning.

PubMed

Nielsen, Ann

2016-07-01

Concept-based learning is used increasingly in nursing education to support the organization, transfer, and retention of knowledge. Concept-based learning activities (CBLAs) have been used in clinical education to explore key aspects of the patient situation and principles of nursing care, without responsibility for total patient care. The nature of best practices in teaching and the resultant learning are not well understood. The purpose of this multiple-case study research was to explore and describe concept-based learning in the context of clinical education in inpatient settings. Four clinical groups (each a case) were observed while they used CBLAs in the clinical setting. Major findings include that concept-based learning fosters deep learning, connection of theory with practice, and clinical judgment. Strategies used to support learning, major teaching-learning foci, and preconditions for concept-based teaching and learning will be described. Concept-based learning is promising to support integration of theory with practice and clinical judgment through application experiences with patients. [J Nurs Educ. 2016;55(7):365-371.]. Copyright 2016, SLACK Incorporated.

Applied Behavior Analysis in Flying Training Research. Interim Report for Period June 1978-August 1978.

ERIC Educational Resources Information Center

Bailey, Jon S.; Hughes, Ronald G.

Research developments in learning theory over the past fifty years have led to principles of behavior which have been shown in innumerable applied settings to be valuable in analyzing and modifying human behavior. When applied to flying training using simulators, these principles suggest that a significant contribution could be made in improving…

Developing Inclusive Teaching and Learning Through the Principles of Universal Design.

PubMed

Knarlag, Kjetil; Olaussen, Elinor

2016-01-01

For decades, the term reasonable accommodations has been the lead strategy and praxis in addressing diversity and disabilities in Higher Education. Universal Design for Learning (UDL) is a well-known theory and a practical approach which challenges these traditions in order to improve inclusive teaching and learning in the American school system. A European funded project, UDLL, has transferred these theories to a European context, and developed best practice guidelines for key stakeholders in European Higher Education Institutions. This universal approach challenges established traditions, methods and mindsets in addressing the diverse student population.

Modelling Trial-by-Trial Changes in the Mismatch Negativity

PubMed Central

Lieder, Falk; Daunizeau, Jean; Garrido, Marta I.; Friston, Karl J.; Stephan, Klaas E.

2013-01-01

The mismatch negativity (MMN) is a differential brain response to violations of learned regularities. It has been used to demonstrate that the brain learns the statistical structure of its environment and predicts future sensory inputs. However, the algorithmic nature of these computations and the underlying neurobiological implementation remain controversial. This article introduces a mathematical framework with which competing ideas about the computational quantities indexed by MMN responses can be formalized and tested against single-trial EEG data. This framework was applied to five major theories of the MMN, comparing their ability to explain trial-by-trial changes in MMN amplitude. Three of these theories (predictive coding, model adjustment, and novelty detection) were formalized by linking the MMN to different manifestations of the same computational mechanism: approximate Bayesian inference according to the free-energy principle. We thereby propose a unifying view on three distinct theories of the MMN. The relative plausibility of each theory was assessed against empirical single-trial MMN amplitudes acquired from eight healthy volunteers in a roving oddball experiment. Models based on the free-energy principle provided more plausible explanations of trial-by-trial changes in MMN amplitude than models representing the two more traditional theories (change detection and adaptation). Our results suggest that the MMN reflects approximate Bayesian learning of sensory regularities, and that the MMN-generating process adjusts a probabilistic model of the environment according to prediction errors. PMID:23436989

The development of mathematics courseware for learning line and angle

NASA Astrophysics Data System (ADS)

Halim, Noor Dayana Abd; Han, Ong Boon; Abdullah, Zaleha; Yusup, Junaidah

2015-05-01

Learning software is a teaching aid which is often used in schools to increase students' motivation, attract students' attention and also improve the quality of teaching and learning process. However, the development of learning software should be followed the phases in Instructional Design (ID) Model, therefore the process can be carried out systematic and orderly. Thus, this concept paper describes the application of ADDIE model in the development of mathematics learning courseware for learning Line and Angle named CBL-Math. ADDIE model consists of five consecutive phases which are Analysis, Design, Development, Implementation and Evaluation. Each phase must be properly planned in order to achieve the objectives stated. Other than to describe the processes occurring in each phase, this paper also demonstrating how cognitive theory of multimedia learning principles are integrated in the developed courseware. The principles that applied in the courseware reduce the students' cognitive load while learning the topic of line and angle. With well prepared development process and the integration of appropriate principles, it is expected that the developed software can help students learn effectively and also increase students' achievement in the topic of Line and Angle.

Self-Determination Theory and Web-Enhanced Course Template Development

ERIC Educational Resources Information Center

Bachman, Christine M.; Stewart, Cindy

2011-01-01

A theoretical approach to the design and implementation of a web-enhanced course template for Introduction to Psychology is reviewed. Links between psychological constructs and pedagogical principles of learning that are pertinent to a web-based course and the self-determination theory literature are discussed in relation to the design and…

A Solder Based Self Assembly Project in an Introductory IC Fabrication Course

ERIC Educational Resources Information Center

Rao, Madhav; Lusth, John C.; Burkett, Susan L.

2015-01-01

Integrated circuit (IC) fabrication principles is an elective course in a senior undergraduate and early graduate student's curriculum. Over the years, the semiconductor industry relies heavily on students with developed expertise in the area of fabrication techniques, learned in an IC fabrication theory and laboratory course. The theory course…

Behavior Theory and Therapy. California Mental Health Research Symposium No. 2.

ERIC Educational Resources Information Center

Walker, C. E.; And Others

Reproduced here are symposia papers dealing with behavior theory and therapy. Behavior therapy attempts to apply the findings of experimental psychology and the laboratory to the clinic. It takes the principles of learning and scientific psychology and makes them useful therapeutically. The two orientations in this area are operant and classical…

Exploring Bundling Theory with Geometry

ERIC Educational Resources Information Center

Eckalbar, John C.

2006-01-01

The author shows how instructors might successfully introduce students in principles and intermediate microeconomic theory classes to the topic of bundling (i.e., the selling of two or more goods as a package, rather than separately). It is surprising how much students can learn using only the tools of high school geometry. To be specific, one can…

Measurement Invariance: A Foundational Principle for Quantitative Theory Building

ERIC Educational Resources Information Center

Nimon, Kim; Reio, Thomas G., Jr.

2011-01-01

This article describes why measurement invariance is a critical issue to quantitative theory building within the field of human resource development. Readers will learn what measurement invariance is and how to test for its presence using techniques that are accessible to applied researchers. Using data from a LibQUAL+[TM] study of user…

Experimenting `learn by doing' and `learn by failing'

NASA Astrophysics Data System (ADS)

Pozzi, Rossella; Noè, Carlo; Rossi, Tommaso

2015-01-01

According to the literature, in recent years, developing experiential learning has fulfilled the requirement of a deep understanding of lean philosophy by engineering students, demonstrating the advantages and disadvantages of some of the key principles of lean manufacturing. On the other hand, the literature evidences how some kinds of game-based experiential learning overlook daily difficulties, which play a central role in manufacturing systems. To fill the need of a game overcoming such lack of vision, an innovative game direct in-field, named Kart Factory, has been developed. Actual production shifts are simulated, while keeping all the elements peculiar to a real production set (i.e. complexity, effort, safety). The working environment is a real pedal car assembly department, the products to be assembled have relevant size and weight (i.e. up to 35 kg approximately), and the provided tools are real production equipment (e.g. keys, screwdrivers, trans-pallets, etc.). Due to the need to maximise the impact on students, a labour-intensive process characterises the production department. The whole training process is based on three educational principles: Experience Value Principle, Error Value Principle, and Team Value Principle. As the 'learn by doing' and 'learn by failing' are favoured, the theory follows the practice, while crating the willingness to 'do' instead of just designing or planning. The gathered data prove the Kart Factory's effectiveness in reaching a good knowledge of lean concepts, notwithstanding the students' initial knowledge level.

Bayesian theories of conditioning in a changing world.

PubMed

Courville, Aaron C; Daw, Nathaniel D; Touretzky, David S

2006-07-01

The recent flowering of Bayesian approaches invites the re-examination of classic issues in behavior, even in areas as venerable as Pavlovian conditioning. A statistical account can offer a new, principled interpretation of behavior, and previous experiments and theories can inform many unexplored aspects of the Bayesian enterprise. Here we consider one such issue: the finding that surprising events provoke animals to learn faster. We suggest that, in a statistical account of conditioning, surprise signals change and therefore uncertainty and the need for new learning. We discuss inference in a world that changes and show how experimental results involving surprise can be interpreted from this perspective, and also how, thus understood, these phenomena help constrain statistical theories of animal and human learning.

The Role of the NHS in the Development of Revans' Action Learning: Correspondence and Contradiction in Action Learning Development and Practice

ERIC Educational Resources Information Center

Brook, Cheryl

2010-01-01

In adapting Bowles' and Gintis's correspondence principle of education, this paper suggests that there are ways in which the theory and practice of action learning developed "in correspondence" with the NHS. In doing so, the paper draws, in part, upon an historical assessment of Revans' Hospital Internal Communications Project of the…

Learning from the Experts: A Thematic Analysis of Parent's Experiences of Attending a Therapeutic Group for Parents of Children with Learning Disabilities and Challenging Behaviour

ERIC Educational Resources Information Center

Thompson-Janes, Emily; Brice, Samuel; McElroy, Rebecca; Abbott, Jennie; Ball, June

2016-01-01

The Confident Parenting group is a therapeutic group for parents of children with learning disabilities and challenging behaviour, which is informed by the principles of behavioural theory and acceptance and commitment therapy. Parent's experiences of the group were elicited through participation in a large focus group which followed a…

The Journal of Suggestive-Accelerative Learning and Teaching, Vol. 1, No. 3.

ERIC Educational Resources Information Center

Schuster, Donald H., Ed.

1976-01-01

Five papers are presented that deal with the theory and methodology of suggestive learning. The psychological basis of suggestopedia and its application to language instruction are outlined by Gabriel Racle in "The Key Principles of Suggestopedia." An outline of the organization of a classical suggestopedic language course is appended to…

Learning from Comparing Multiple Examples: On the Dilemma of "Similar" or "Different"

ERIC Educational Resources Information Center

Guo, Jian-Peng; Pang, Ming Fai; Yang, Ling-Yan; Ding, Yi

2012-01-01

Although researchers have demonstrated that studying multiple examples is more effective than studying one example to facilitate learning, the principles found in the literature for designing multiple examples remain ambiguous. This paper reviews variation theory research on example design which sheds light on unclear issues regarding the effects…

Educational Modules in Tissue Engineering Based on the "How People Learn" Framework

ERIC Educational Resources Information Center

Birol, Gulnur; Liu, Shu Q.; Smith, H. David; Hirsch, Penny

2006-01-01

This paper describes an educational package for use in tertiary level tissue engineering education. Current learning science principles and theory were employed in the design process of these educational tools. Each module started with a challenge statement designed to motivate students and consisted of laboratory exercises centered on the "How…

Transforming Principles into Practice: Using Cognitive Active Learning Strategies in the High School Classroom

ERIC Educational Resources Information Center

Swiderski, Suzanne M.

2011-01-01

High school teachers who engage students through active learning in their classrooms can more fully understand this instructional practice by examining the theories and strategies underlying the cognitive perspective of educational psychology, which addresses the development of knowledge in the individual mind. Two theoretical explanations,…

The Fusion of Learning Theory and Technology in an Online Music History Course Redesign

ERIC Educational Resources Information Center

Scarnati, Blase; Garcia, Paula

2008-01-01

Teaching today's students requires an integration of learner-centered pedagogy with innovative technological resources. In this article, Blase Scarnati and Paula Garcia describe the redesign of a junior-level music history course guided by learner-centered principles and driven by a fusion of stimulating technology-based learning tools and…

Connecting Universal Design for Learning with Gallery Tours in Art Museum Education

ERIC Educational Resources Information Center

Neach, Lauren

2017-01-01

My research study titled, "Connecting Universal Design for Learning with Gallery Tours in Art Museum Education," establishes a relationship between gallery tours in art museum education and the principles of UDL, (CAST, 2011). Through this study I will address contemporary theories on art museum education, volunteer guide training, and…

How evolution learns to generalise: Using the principles of learning theory to understand the evolution of developmental organisation.

PubMed

Kouvaris, Kostas; Clune, Jeff; Kounios, Loizos; Brede, Markus; Watson, Richard A

2017-04-01

One of the most intriguing questions in evolution is how organisms exhibit suitable phenotypic variation to rapidly adapt in novel selective environments. Such variability is crucial for evolvability, but poorly understood. In particular, how can natural selection favour developmental organisations that facilitate adaptive evolution in previously unseen environments? Such a capacity suggests foresight that is incompatible with the short-sighted concept of natural selection. A potential resolution is provided by the idea that evolution may discover and exploit information not only about the particular phenotypes selected in the past, but their underlying structural regularities: new phenotypes, with the same underlying regularities, but novel particulars, may then be useful in new environments. If true, we still need to understand the conditions in which natural selection will discover such deep regularities rather than exploiting 'quick fixes' (i.e., fixes that provide adaptive phenotypes in the short term, but limit future evolvability). Here we argue that the ability of evolution to discover such regularities is formally analogous to learning principles, familiar in humans and machines, that enable generalisation from past experience. Conversely, natural selection that fails to enhance evolvability is directly analogous to the learning problem of over-fitting and the subsequent failure to generalise. We support the conclusion that evolving systems and learning systems are different instantiations of the same algorithmic principles by showing that existing results from the learning domain can be transferred to the evolution domain. Specifically, we show that conditions that alleviate over-fitting in learning systems successfully predict which biological conditions (e.g., environmental variation, regularity, noise or a pressure for developmental simplicity) enhance evolvability. This equivalence provides access to a well-developed theoretical framework from learning theory that enables a characterisation of the general conditions for the evolution of evolvability.

Lessons Learned from the Development and Implementation of a Knowledge Management Program for the Naval Sea Systems Command

DTIC Science & Technology

2017-03-01

ABSTRACT (maximum 200 words) This study applied knowledge management (KM) theories and principles to develop and implement a KM program for the... principles to develop and implement a KM program for the Naval Sea Systems Command (NAVSEA) that strengthens the workforce’s understanding of the...23 C. EXECUTION AND SUSTAINMENT .............................................. 24 1. Marketing

Using the Chemistry of Fireworks to Engage Students in Learning Basic Chemical Principles: A Lesson in Eco-Friendly Pyrotechnics

ERIC Educational Resources Information Center

Steinhauser, Georg; Klapotke, Thomas M.

2010-01-01

Fascination with fireworks and pyrotechnics can be used for educational purposes. Several aspects of pyrochemistry such as redox reactions, flame colors, or the theory of combustion can be incorporated in the curriculum to illustrate some basic chemical principles, guaranteeing a lesson that will be engaging and memorable. Beyond classic…

Applying Constructivist and Objectivist Learning Theories in the Design of a Web-based Course: Implications for Practice.

ERIC Educational Resources Information Center

Moallem, Mahnaz

2001-01-01

Provides an overview of the process of designing and developing a Web-based course using instructional design principles and models, including constructivist and objectivist theories. Explains the process of implementing an instructional design model in designing a Web-based undergraduate course and evaluates the model based on course evaluations.…

Creating a culture of patient-focused care through a learner-centered philosophy.

PubMed

Linscott, J; Spee, R; Flint, F; Fisher, A

1999-01-01

This paper will discuss the teaching-learning process used in the Patient-Focused Care Course at a major teaching hospital in Canada that is transforming nursing practice from a provider driven to a patient-focused approach. The experiential and reflective nature of the course offers opportunities for nurses to link theory with practice, to think critically and reflectively about their own values and beliefs and to translate that meaning into practice. The learning process reflects principles of adult learning based on Knowles andragogical model which differs from the traditional pedagogical model of teaching. The essence of andragogy is a constant unfolding process of discovery based on dialogue. Utilization of adult learning principles that support critical thinking and foster transformational change present an alternative to traditional ways of teaching and learning the art and science of nursing practice.

Positive Psychology in Cross-Cultural Narratives: Mexican Students Discover Themselves While Learning Chinese

ERIC Educational Resources Information Center

Oxford, Rebecca L.; Cuéllar, Lourdes

2014-01-01

Using the principles of positive psychology and the tools of narrative research, this article focuses on the psychology of five language learners who crossed cultural and linguistic borders. All five were university students learning Chinese in Mexico, and two of them also studied Chinese in China. The grounded theory approach was used to analyze…

Effect of Neuroscience-Based Cognitive Skill Training on Growth of Cognitive Deficits Associated with Learning Disabilities in Children Grades 2-4

ERIC Educational Resources Information Center

Avtzon, Sarah Abitbol

2012-01-01

Working memory, executive functions, and cognitive processes associated with specific academic areas, are empirically identified as being the core underlying cognitive deficits in students with specific learning disabilities. Using Hebb's theory of neuroplasticity and the principle of automaticity as theoretical bases, this experimental study…

Effects of Redundancy and Modality on the Situational Interest of Adult Learners in Multimedia Learning

ERIC Educational Resources Information Center

Dousay, Tonia A.

2016-01-01

This study investigated the effects of two design principles as prescribed by the cognitive theory of multimedia learning on the situational interest of adult learners in a multimedia-based continuing education training program. One hundred and two adult learners employed by an emergency medical service were randomly assigned to one of three…

Positive Psychology and Self-Efficacy: Potential Benefits for College Students with Attention Deficit Hyperactivity Disorder and Learning Disabilities

ERIC Educational Resources Information Center

Costello, Carla A.; Stone, Sharon L. M.

2012-01-01

In this article, the authors examine strategies for supporting college students with learning disabilities (LD) and attention deficit hyperactivity disorder (ADHD) from the conceptual frameworks of positive psychology and self-efficacy theory. Higher education professionals can use principles taken from the relatively new field of positive…

Principled Neglect and Compliance: Responses to NCLB and the CCSS at an Expeditionary Learning Middle School

ERIC Educational Resources Information Center

Stern, Rebecca

2016-01-01

This qualitative study explored educators' sense making of and responses to No Child Left Behind and the Common Core State Standards at one urban Expeditionary Learning middle school. Sense-making theory (Spillane, Reiser, & Reimer, 2002) and inquiry as stance (Cochran-Smith & Lytle, 2009) were used as complementary conceptual frameworks…

Multimedia Courseware for Teaching Arabic Vocabulary: Let's Learn from the Experts

ERIC Educational Resources Information Center

Zainuddin, Nurkhamimi; Sahrir, Muhammad Sabri

2016-01-01

This study attempts to analyze and evaluate theories and design principles for the design and development of multimedia program for teaching and learning Arabic vocabulary among non-native speakers. In this paper, the researchers mentioned about the research tools, sampling technique and steps as well as population which are related to the design…

Practical research on the teaching of Optical Design

NASA Astrophysics Data System (ADS)

Fan, Changjiang; Ren, Zhijun; Ying, Chaofu; Peng, Baojin

2017-08-01

Optical design, together with applied optics, forms a complete system from basic theory to application theory, and it plays a very important role in professional education. In order to improve senior undergraduates' understanding of optical design, this course is divided into three parts: theoretical knowledge, software design and product processing. Through learning theoretical knowledge, students can master the aberration theory and the design principles of typical optical system. By using ZEMAX(an imaging design software), TRACEPRO(a lighting optical design software), SOLIDWORKS or PROE( mechanical design software), student can establish a complete model of optical system. Student can use carving machine located in lab or cooperative units to process the model. Through the above three parts, student can learn necessary practical knowledge and get improved in their learning and analysis abilities, thus they can also get enough practice to prompt their creative abilities, then they could gradually change from scientific theory learners to an Optics Engineers.

Design Principles for Applied Learning: Bringing Theory and Practice Together in an Online VET Teacher-Education Degree

ERIC Educational Resources Information Center

Downing, Jillian J.

2017-01-01

This paper reports on a doctoral study that investigated an alternative pedagogical approach in an online VET teacher-education course offered at a mid-sized university in Australia. Students in the course were mature-aged and adding study to their role as in-service VET teachers. Building on previous research, a set of design principles was…

Socio-material perspectives on interprofessional team and collaborative learning.

PubMed

McMurtry, Angus; Rohse, Shanta; Kilgour, Kelly N

2016-02-01

Interprofessional teamwork and collaboration have become important parts of health care practice and education. Most of the literature on interprofessional learning, however, assumes that learning is something acquired by individuals and readily transferred to other contexts. This assumption severely limits the ways in which interprofessional educators and researchers can conceptualise and support learning related to collaborative interprofessional health care. Socio-material theories provide an alternative to individualistic, acquisition-oriented notions by reconceiving learning in terms of collective dynamics, participation in social communities and active engagement with material contexts. Socio-material literature and theories were reviewed to identify concepts relevant to interprofessional learning. After briefly summarising the origins and key principles of socio-material approaches, the authors draw upon specific socio-material theories--including complexity theory, cultural-historical activity theory and actor-network theory--in order to reconceive how learning happens in interprofessional contexts. This reframing of interprofessional learning focuses less on individuals and more on collective dynamics and the actual social and material relations involved in practice. The paper proposes five ways in which learning may be enacted in interprofessional teamwork and collaboration from a socio-material perspective: (i) diverse contributions; (ii) social interactions and relationships; (iii) synthesis of professional ideas; (iv) integration of material elements, and (v) connections to large-scale organisations. For each of these categories, the paper provides practical illustrations to assist educators and researchers who wish to identify and assess this learning. Although more exploratory than comprehensive, this paper articulates many key aspects of socio-material learning theories and offers practical guidance for those who wish to employ and assess them in interprofessional contexts. © 2016 John Wiley & Sons Ltd.

Cultured Cortical Neurons Can Perform Blind Source Separation According to the Free-Energy Principle

PubMed Central

Isomura, Takuya; Kotani, Kiyoshi; Jimbo, Yasuhiko

2015-01-01

Blind source separation is the computation underlying the cocktail party effect––a partygoer can distinguish a particular talker’s voice from the ambient noise. Early studies indicated that the brain might use blind source separation as a signal processing strategy for sensory perception and numerous mathematical models have been proposed; however, it remains unclear how the neural networks extract particular sources from a complex mixture of inputs. We discovered that neurons in cultures of dissociated rat cortical cells could learn to represent particular sources while filtering out other signals. Specifically, the distinct classes of neurons in the culture learned to respond to the distinct sources after repeating training stimulation. Moreover, the neural network structures changed to reduce free energy, as predicted by the free-energy principle, a candidate unified theory of learning and memory, and by Jaynes’ principle of maximum entropy. This implicit learning can only be explained by some form of Hebbian plasticity. These results are the first in vitro (as opposed to in silico) demonstration of neural networks performing blind source separation, and the first formal demonstration of neuronal self-organization under the free energy principle. PMID:26690814

Popper's Epistemology as a Pedagogic and Didactic Principle, or: Let Them Make More "Mistakes."

ERIC Educational Resources Information Center

Derkse, W.

1981-01-01

Describes the relationship of Popper's theory of knowledge to chemistry instruction. Suggests that students be allowed to learn from their mistakes and presents five experiments with an implicit falsification purpose. (JN)

Biological Principles and Threshold Concepts for Understanding Natural Selection: Implications for Developing Visualizations as a Pedagogic Tool

ERIC Educational Resources Information Center

Tibell, Lena A. E.; Harms, Ute

2017-01-01

Modern evolutionary theory is both a central theory and an integrative framework of the life sciences. This is reflected in the common references to evolution in modern science education curricula and contexts. In fact, evolution is a core idea that is supposed to support biology learning by facilitating the organization of relevant knowledge. In…

Rethinking Task Design for the Digital Age: A Framework for Language Teaching and Learning in a Synchronous Online Environment

ERIC Educational Resources Information Center

Hampel, Regina

2006-01-01

This article discusses a framework for the development of tasks in a synchronous online environment used for language learning and teaching. It shows how a theoretical approach based on second language acquisition (SLA) principles, sociocultural and constructivist theories, and concepts taken from research on multimodality and new literacies, can…

Design of a universal two-layered neural network derived from the PLI theory

NASA Astrophysics Data System (ADS)

Hu, Chia-Lun J.

2004-05-01

The if-and-only-if (IFF) condition that a set of M analog-to-digital vector-mapping relations can be learned by a one-layered-feed-forward neural network (OLNN) is that all the input analog vectors dichotomized by the i-th output bit must be positively, linearly independent, or PLI. If they are not PLI, then the OLNN just cannot learn no matter what learning rules is employed because the solution of the connection matrix does not exist mathematically. However, in this case, one can still design a parallel-cascaded, two-layered, perceptron (PCTLP) to acheive this general mapping goal. The design principle of this "universal" neural network is derived from the major mathematical properties of the PLI theory - changing the output bits of the dependent relations existing among the dichotomized input vectors to make the PLD relations PLI. Then with a vector concatenation technique, the required mapping can still be learned by this PCTLP system with very high efficiency. This paper will report in detail the mathematical derivation of the general design principle and the design procedures of the PCTLP neural network system. It then will be verified in general by a practical numerical example.

Research supporting the congruence between rehabilitation principles and home health nursing practice.

PubMed

Neal, L J

1999-01-01

A grounded-theory study of 30 home health nurses conducted in the Washington, DC, metropolitan area used unstructured audiotaped interviews to elicit data as to how home health nurses define their practice. The purpose of the study was to develop a beginning substantive research-based theory of home health nursing practice. The model that emerged consists of three stages by which nurses attain autonomy in their practice. Adaptation was found to be the core category, in that nurses cannot function effectively or successfully in the home health arena unless they are or learn to be adaptable. Data also revealed that home health nurses either knowingly or unknowingly use rehabilitation nursing principles in their practice, thereby lending credence to the supposition that home health nursing practice is congruent with rehabilitation nursing principles.

Empowerment and assessment: a dichotomy?

PubMed

Massey, Debbie; Osborne, Debora

2004-07-01

Institutions of higher education are sites where the rhetoric of learning increasingly collides with the diverse needs of both learners and educators. Demands on tertiary institutions from the workplace, students themselves and the increasing demand for skilled graduates in the face of diminishing resources strongly suggest that intelligent and creative approaches to learning play a pivotal role in the success of higher education. Throughout tertiary education the subject of assessment is central to the complex processes involved in student learning. Therefore, it is important that nursing academics and practitioners involved in assessing student learning develop insight and awareness of the theories and philosophies that underpin different assessment strategies. This will inform teaching and learning practice to the benefit of all stakeholders. This paper examines issues of assessment in higher education; it will locate and deconstruct some principles underpinning traditional and innovative methods associated with assessment and suggest that creative approaches that embrace adult learning principles will empower students and ultimately facilitate more effective learning.

An analysis of science content and representations in introductory college physics textbooks and multimodal learning resources

NASA Astrophysics Data System (ADS)

Donnelly, Suzanne M.

This study features a comparative descriptive analysis of the physics content and representations surrounding the first law of thermodynamics as presented in four widely used introductory college physics textbooks representing each of four physics textbook categories (calculus-based, algebra/trigonometry-based, conceptual, and technical/applied). Introducing and employing a newly developed theoretical framework, multimodal generative learning theory (MGLT), an analysis of the multimodal characteristics of textbook and multimedia representations of physics principles was conducted. The modal affordances of textbook representations were identified, characterized, and compared across the four physics textbook categories in the context of their support of problem-solving. Keywords: college science, science textbooks, multimodal learning theory, thermodynamics, representations

Introduction to Command, Control and Communications (C3) Through Comparative Case Analysis

DTIC Science & Technology

1990-03-01

enhancing the process of learning from experience. Case study allows the student to apply concepts , theories, and techniques to an actual incident within...part of the thesis describes selected principles and concepts of 33 related to cormruication management, interoperability, command structure and...The solutions to the cases require applying the principles and concepts presented in the first rart. The four cases are: (1) the Iran hostage rescue

Causal learning with local computations.

PubMed

Fernbach, Philip M; Sloman, Steven A

2009-05-01

The authors proposed and tested a psychological theory of causal structure learning based on local computations. Local computations simplify complex learning problems via cues available on individual trials to update a single causal structure hypothesis. Structural inferences from local computations make minimal demands on memory, require relatively small amounts of data, and need not respect normative prescriptions as inferences that are principled locally may violate those principles when combined. Over a series of 3 experiments, the authors found (a) systematic inferences from small amounts of data; (b) systematic inference of extraneous causal links; (c) influence of data presentation order on inferences; and (d) error reduction through pretraining. Without pretraining, a model based on local computations fitted data better than a Bayesian structural inference model. The data suggest that local computations serve as a heuristic for learning causal structure. Copyright 2009 APA, all rights reserved.

Teaching organization theory for healthcare management: three applied learning methods.

PubMed

Olden, Peter C

2006-01-01

Organization theory (OT) provides a way of seeing, describing, analyzing, understanding, and improving organizations based on patterns of organizational design and behavior (Daft 2004). It gives managers models, principles, and methods with which to diagnose and fix organization structure, design, and process problems. Health care organizations (HCOs) face serious problems such as fatal medical errors, harmful treatment delays, misuse of scarce nurses, costly inefficiency, and service failures. Some of health care managers' most critical work involves designing and structuring their organizations so their missions, visions, and goals can be achieved-and in some cases so their organizations can survive. Thus, it is imperative that graduate healthcare management programs develop effective approaches for teaching OT to students who will manage HCOs. Guided by principles of education, three applied teaching/learning activities/assignments were created to teach OT in a graduate healthcare management program. These educationalmethods develop students' competency with OT applied to HCOs. The teaching techniques in this article may be useful to faculty teaching graduate courses in organization theory and related subjects such as leadership, quality, and operation management.

Applying Humanistic Learning Theory: The "Art" of Coaching

ERIC Educational Resources Information Center

Connolly, Graeme J.

2016-01-01

The purpose of this article is to apply specific principles of psychology to the coaching process. More specifically, it is about becoming a productive and effective coach, who positively affects the athletic careers and lives of young people.

Strategies and Rubrics for Teaching Complex Systems Theory to Novices (Invited)

NASA Astrophysics Data System (ADS)

Fichter, L. S.

2010-12-01

Bifurcation. Self-similarity. Fractal. Sensitive dependent. Agents. Self-organized criticality. Avalanche behavior. Power laws. Strange attractors. Emergence. The language of complexity is fundamentally different from the language of equilibrium. If students do not know these phenomena, and what they tell us about the pulse of dynamic systems, complex systems will be opaque. A complex system is a group of agents. (individual interacting units, like birds in a flock, sand grains in a ripple, or individual friction units along a fault zone), existing far from equilibrium, interacting through positive and negative feedbacks, following simple rules, forming interdependent, dynamic, evolutionary networks. Complex systems produce behaviors that cannot be predicted deductively from knowledge of the behaviors of the individual components themselves; they must be experienced. What complexity theory demonstrates is that, by following simple rules, all the agents end up coordinating their behavior—self organizing—so that what emerges is not chaos, but meaningful patterns. How can we introduce Freshman, non-science, general education students to complex systems theories, in 3 to 5 classes; in a way they really get it, and can use the principles to understand real systems? Complex systems theories are not a series of unconnected or disconnected equations or models; they are developed as narratives that makes sense of how all the pieces and properties are interrelated. The principles of complex systems must be taught as deliberately and systematically as the equilibrium principles normally taught; as, say, the systematic training from pre-algebra and geometry to algebra. We have developed a sequence of logically connected narratives (strategies and rubrics) that introduce complex systems principles using models that can be simulated in a computer, in class, in real time. The learning progression has a series of 12 models (e.g. logistic system, bifurcation diagrams, genetic algorithms, etc.) leading to 19 learning outcomes that encompass most of the universality properties that characterize complex systems. They are developed in a specific order to achieve specific ends of understanding. We use these models in various depths and formats in courses ranging from gened courses, to evolutionary systems and environmental systems, to upper level geology courses. Depending on the goals of a course, the learning outcomes can be applied to understanding many other complex systems; e.g. oscillating chemical reactions (reaction-diffusion and activator-inhibitor systems), autocatalytic networks, hysteresis (bistable) systems, networks, and the rise/collapse of complex societies. We use these and other complex systems concepts in various classes to talk about the origin of life, ecosystem organization, game theory, extinction events, and environmental system behaviors. The applications are almost endless. The complete learning progression with models, computer programs, experiments, and learning outcomes is available at: www.jmu.edu/geology/ComplexEvolutionarySystems/

Word identification in reading and the promise of subsymbolic psycholinguistics.

PubMed

Van Orden, G C; Pennington, B F; Stone, G O

1990-10-01

The vast literature concerning printed word identification either contradicts or provides ambiguous support for each of the central hypotheses of dual-process theory, the most widely accepted theory of printed word identification. In contrast, clear, positive support exists for an alternative subsymbolic approach that includes a central role for the process of phonologic coding. This subsymbolic account is developed around a covariant learning hypothesis, derived from a design principle common to current learning algorithms within the subsymbolic paradigm. Where this hypothesis applies, and it may apply broadly, it predicts a common empirical profile of development.

Physiological studies of the brain: Implications for science teaching

NASA Astrophysics Data System (ADS)

Esler, William K.

Physiological changes resulting from repeated, long-term stimulation have been observed in the brains of both humans and laboratory animals. It may be speculated that these changes are related to short-term and long-term memory processes. A physiologically based model for memory processing (PBMMP) can serve to explain the interrelations of various areas of the brain as they process new stimuli and recall past events. The model can also serve to explain many current principles of learning theory and serve as a foundation for developing new theories of learning based upon the physiology of the brain.

Strengthening the Link between Theory and Practice in Teaching Design Engineering: An Empirical Study on a New Approach

ERIC Educational Resources Information Center

Tempelman, E.; Pilot, A.

2011-01-01

In 2007, the Faculty of Industrial Design Engineering of the Delft University of Technology introduced a new bachelor program. Based on theories of learning and instruction three design principles were used to develop an approach that aims to make it easier for students to bridge the gap between theoretical design engineering courses and practical…

The Moral in Paulo Freire's Educational Work: What Moral Education Can Learn from Paulo Freire

ERIC Educational Resources Information Center

Veugelers, Wiel

2017-01-01

The Brazilian pedagogue Paulo Freire had a great influence on theory and practice of education across the world. Freire presented his theory and work as educational and political, not as moral. In this article, the legacy of Paulo Freire will be analysed from a moral education perspective. Nine pedagogical principles will be presented and the…

Can active learning principles be applied to the bioscience assessments of nursing students? A review of the literature.

PubMed

Bakon, Shannon; Craft, Judy; Christensen, Martin; Wirihana, Lisa

2016-02-01

To explore if active learning principles be applied to nursing bioscience assessments and will this influence student perception of confidence in applying theory to practice? A review of the literature utilising searches of various databases including CINAHL, PUBMED, Google Scholar and Mosby's Journal Index. The literature search identified research from twenty-six original articles, two electronic books, one published book and one conference proceedings paper. Bioscience has been identified as an area that nurses struggle to learn in tertiary institutions and then apply to clinical practice. A number of problems have been identified and explored that may contribute to this poor understanding and retention. University academics need to be knowledgeable of innovative teaching and assessing modalities that focus on enhancing student learning and address the integration issues associated with the theory practice gap. Increased bioscience education is associated with improved patient outcomes therefore by addressing this "bioscience problem" and improving the integration of bioscience in clinical practice there will subsequently be an improvement in health care outcomes. From the literature several themes were identified. First there are many problems with teaching nursing students bioscience education. These include class sizes, motivation, concentration, delivery mode, lecturer perspectives, student's previous knowledge, anxiety, and a lack of confidence. Among these influences the type of assessment employed by the educator has not been explored or identified as a contributor to student learning specifically in nursing bioscience instruction. Second that educating could be achieved more effectively if active learning principles were applied and the needs and expectations of the student were met. Lastly, assessment influences student retention and the student experience and as such assessment should be congruent with the subject content, align with the learning objectives and be used as a stimulus tool for learning. Copyright © 2015 Elsevier Ltd. All rights reserved.

Participatory Processes in Sustainable Universities--What to Assess?

ERIC Educational Resources Information Center

Disterheft, Antje; Azeiteiro, Ulisses M.; Filho, Walter Leal; Caeiro, Sandra

2015-01-01

Purpose: This paper aims to connect participatory sustainability implementation with sustainability assessment, exploring learning theories, the principles of Higher Education for Sustainable Development (HESD) and respective indicators applied in the university context. Even though participation is partly considered in existing assessment…

A Computer-Assisted Framework Based on a Cognitivist Learning Theory for Teaching Mathematics in the Early Primary Years

ERIC Educational Resources Information Center

Moradmand, Nasrin; Datta, Amitava; Oakley, Grace

2012-01-01

With the world moving rapidly into digital media and information, the ways in which learning activities in mathematics can be created and delivered are changing. However, to get the best results from the integration of ICTs in education, any application's design and development needs to be based on pedagogically appropriate principles, in terms of…

Approaches to Foster Transfer of Formal Principles: Which Route to Take?

PubMed

Schalk, Lennart; Saalbach, Henrik; Stern, Elsbeth

2016-01-01

Enabling learners to transfer knowledge about formal principles to new problems is a major aim of science and mathematics education, which, however, is notoriously difficult to reach. Previous research advocates different approaches of how to introduce principles to foster the transfer of knowledge about formal principles. One approach suggests teaching a generic formalism of the principles. Another approach suggests presenting (at least) two concrete cases instantiating the principle. A third approach suggests presenting a generic formalism accompanied by a case. As yet, though, empirical results regarding the transfer potential of these approaches are mixed and difficult to integrate as the three approaches have rarely been tested competitively. Furthermore, the approaches have been evaluated in relation to different control conditions, and they have been assessed using varying transfer measures. In the present experiment, we introduced undergraduates to the formal principles of propositional logic with the aim to systematically compare the transfer potential of the different approaches in relation to each other and to a common control condition by using various learning and transfer tasks. Results indicate that all approaches supported successful learning and transfer of the principles, but also caused systematic differences in the magnitude of transfer. Results indicate that the combination of a generic formalism with a case was surprisingly unsuccessful while learners who compared two cases outperformed the control condition. We discuss how the simultaneous assessment of the different approaches allows to more precisely capture the underlying learning mechanisms and to advance theory on how these mechanisms contribute to transfer performance.

[The correlation between motivation, emotions land learning].

PubMed

Holm, Ellen; Jørsboe, Hanne Blæhr; Holm, Kirsten; Sørensen, Jette Led

2017-07-03

This article explores the importance of emotions as conditional for motivation in medical education. The main principles in self-determination theory and in control-value theory are outlined, and practical consequences which may be drawn from these theories are discussed. Based on the literature we hypothesize that human need for autonomy and competence may be violated by strict regulations and detailed plans for medical education, and that constructive feedback may modify these potential negative effects and support feelings of competence and autonomy.

Learning theories application in nursing education

PubMed Central

Aliakbari, Fatemeh; Parvin, Neda; Heidari, Mohammad; Haghani, Fariba

2015-01-01

Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing. The teachers by knowing the general principles of these theories can use their knowledge more effectively according to various learning situations. In this study, Eric, Medline, and Cochrane databases were used for articles in English and for the Persian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the help of keywords including social cognitive learning, learning theory, behavioral theory, cognitive theory, constructive theory, and nursing education. The search period was considered from 1990 to 2012. Some related books were also studied about each method, its original vision, the founders, practical application of the training theory, especially training of nursing and its strengths and weaknesses. Behaviorists believe that learning is a change in an observable behavior and it happens when the communication occurs between the two events, a stimulus and a response. Among the applications of this approach is the influence on the learner's emotional reactions. Among the theories of this approach, Thorndike and Skinner works are subject to review and critique. Cognitive psychologists unlike the behaviorists believe that learning is an internal process objective and they focus on thinking, understanding, organizing, and consciousness. Fundamentalists believe that learners should be equipped with the skills of inquiry and problem solving in order to learn by the discovery and process of information. Among this group, we will pay attention to analyze Wertheimer, Brunner, Ausubel theories, Ganyeh information processing model, in addition to its applications in nursing education. Humanists in learning pay attention to the feelings and experiences. Carl Rogers support the retention of learning-centered approach and he is believed to a semantic continuum. At the other end of the continuum, experiential learning is located with the meaning and meaningful. It applies the minds and feelings of the person. From this group, the main focus will be on the works of Rogers and Novels. Finally, it could be concluded that the usage of any of these theoriesin its place would be desired and useful. PMID:25767813

Learning theories application in nursing education.

PubMed

Aliakbari, Fatemeh; Parvin, Neda; Heidari, Mohammad; Haghani, Fariba

2015-01-01

Learning theories are the main guide for educational systems planning in the classroom and clinical training included in nursing. The teachers by knowing the general principles of these theories can use their knowledge more effectively according to various learning situations. In this study, Eric, Medline, and Cochrane databases were used for articles in English and for the Persian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the help of keywords including social cognitive learning, learning theory, behavioral theory, cognitive theory, constructive theory, and nursing education. The search period was considered from 1990 to 2012. Some related books were also studied about each method, its original vision, the founders, practical application of the training theory, especially training of nursing and its strengths and weaknesses. Behaviorists believe that learning is a change in an observable behavior and it happens when the communication occurs between the two events, a stimulus and a response. Among the applications of this approach is the influence on the learner's emotional reactions. Among the theories of this approach, Thorndike and Skinner works are subject to review and critique. Cognitive psychologists unlike the behaviorists believe that learning is an internal process objective and they focus on thinking, understanding, organizing, and consciousness. Fundamentalists believe that learners should be equipped with the skills of inquiry and problem solving in order to learn by the discovery and process of information. Among this group, we will pay attention to analyze Wertheimer, Brunner, Ausubel theories, Ganyeh information processing model, in addition to its applications in nursing education. Humanists in learning pay attention to the feelings and experiences. Carl Rogers support the retention of learning-centered approach and he is believed to a semantic continuum. At the other end of the continuum, experiential learning is located with the meaning and meaningful. It applies the minds and feelings of the person. From this group, the main focus will be on the works of Rogers and Novels. Finally, it could be concluded that the usage of any of these theoriesin its place would be desired and useful.

Preventing information overload: cognitive load theory as an instructional framework for teaching pharmacology.

PubMed

Kaylor, Sara K

2014-02-01

Nursing students are challenged by content-laden curricula and learning environments that emphasize testing outcomes. Likewise, educators are challenged to support student-centered learning in a manner that encourages students to connect and act upon their personal motivations. This article describes the use of cognitive load theory (CLT) as an instructional design framework for an undergraduate pharmacology for nursing course. Guided by the principles of CLT, four instructional strategies were used in this course: (a) opening review activities, (b) providing students with lecture notes, (c) a "Top Five" prototype approach, and (d) deciphering "Need to Knows" from "Nice to Knows." Instructional style and strategies received positive student feedback and were found to promote a student-centered environment and active learning. On the basis of this feedback, cognitive load theory may be a successful and effective framework for undergraduate pharmacology and other nursing courses, thus assisting students and educators alike in overcoming obstacles imposed on learning environments. Copyright 2014, SLACK Incorporated.

Designing Contestability: Interaction Design, Machine Learning, and Mental Health

PubMed Central

Hirsch, Tad; Merced, Kritzia; Narayanan, Shrikanth; Imel, Zac E.; Atkins, David C.

2017-01-01

We describe the design of an automated assessment and training tool for psychotherapists to illustrate challenges with creating interactive machine learning (ML) systems, particularly in contexts where human life, livelihood, and wellbeing are at stake. We explore how existing theories of interaction design and machine learning apply to the psychotherapy context, and identify “contestability” as a new principle for designing systems that evaluate human behavior. Finally, we offer several strategies for making ML systems more accountable to human actors. PMID:28890949

14 CFR 121.911 - Indoctrination curriculum.

Code of Federal Regulations, 2013 CFR

2013-01-01

... knowledge appropriate to the duty position. (c) For instructors: The fundamental principles of the teaching and learning process; methods and theories of instruction; and the knowledge necessary to use aircraft... curriculums, as appropriate. (d) For evaluators: General evaluation requirements of the AQP; methods of...

14 CFR 121.911 - Indoctrination curriculum.

Code of Federal Regulations, 2014 CFR

2014-01-01

... knowledge appropriate to the duty position. (c) For instructors: The fundamental principles of the teaching and learning process; methods and theories of instruction; and the knowledge necessary to use aircraft... curriculums, as appropriate. (d) For evaluators: General evaluation requirements of the AQP; methods of...

14 CFR 121.911 - Indoctrination curriculum.

Code of Federal Regulations, 2012 CFR

2012-01-01

... knowledge appropriate to the duty position. (c) For instructors: The fundamental principles of the teaching and learning process; methods and theories of instruction; and the knowledge necessary to use aircraft... curriculums, as appropriate. (d) For evaluators: General evaluation requirements of the AQP; methods of...

Motivation to learn: an overview of contemporary theories.

PubMed

Cook, David A; Artino, Anthony R

2016-10-01

To succinctly summarise five contemporary theories about motivation to learn, articulate key intersections and distinctions among these theories, and identify important considerations for future research. Motivation has been defined as the process whereby goal-directed activities are initiated and sustained. In expectancy-value theory, motivation is a function of the expectation of success and perceived value. Attribution theory focuses on the causal attributions learners create to explain the results of an activity, and classifies these in terms of their locus, stability and controllability. Social- cognitive theory emphasises self-efficacy as the primary driver of motivated action, and also identifies cues that influence future self-efficacy and support self-regulated learning. Goal orientation theory suggests that learners tend to engage in tasks with concerns about mastering the content (mastery goal, arising from a 'growth' mindset regarding intelligence and learning) or about doing better than others or avoiding failure (performance goals, arising from a 'fixed' mindset). Finally, self-determination theory proposes that optimal performance results from actions motivated by intrinsic interests or by extrinsic values that have become integrated and internalised. Satisfying basic psychosocial needs of autonomy, competence and relatedness promotes such motivation. Looking across all five theories, we note recurrent themes of competence, value, attributions, and interactions between individuals and the learning context. To avoid conceptual confusion, and perhaps more importantly to maximise the theory-building potential of their work, researchers must be careful (and precise) in how they define, operationalise and measure different motivational constructs. We suggest that motivation research continue to build theory and extend it to health professions domains, identify key outcomes and outcome measures, and test practical educational applications of the principles thus derived. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Twenty cultural and learning principles to guide the development of pharmacy curriculum in Pacific Island countries.

PubMed

Brown, Andrew N; McCormack, Coralie

2014-01-01

A lack of education capacity to support the development of medical supply management competency is a major issue affecting Pacific Islands countries (PICs). Limited human resources and underdeveloped medicines supply management competency are two significant impediments to reaching the health-related Millennium Development Goals in many countries in this rural and remote region. Two recent review publications have provided relevant background documenting factors affecting learning and teaching. These articles have presented available information regarding competency and training requirements for health personnel involved in essential medicine supply management in the region. This background research has provided a platform from which tangible principles can be developed to aid educators and professionals in PICs in the development and delivery of appropriate pharmacy curriculum. Specifically the aim of the present article is to identify culturally meaningful learning and teaching principles to guide the development and delivery of pharmaceutical curriculum in PICs. Subsequently, this information will be applied to develop and trial new pedagogical approaches to the training of health personnel involved in essential medicines supply management, to improve medicine availability for patients in their own environment. This article forms part of a wider research project involving the United Nations Population Fund Suva subregional office, the University of Canberra, Ministry of Health officials and health personnel within identified PICs. Two previous reviews, investigating Pacific culture, learning approaches, and training requirements affecting pharmaceutical personnel, were synthesised into a set of principles that could be applied to the development of pharmaceutical curriculum. These principles were validated through focus groups of health personnel using action research methods. An initial set of 16 principles was developed from the synthesis of the two reviews. These principles were reviewed by two focus groups held in Fiji and the Solomon Islands to produce a set of 20 validated principles. These validated principles can be grouped under the headings of learning theory, structure and design, and learning and teaching methods. The 20 principles outlined in this article will be used to develop and trial culturally relevant training approaches for the development of medicine management competencies for various cadres of health personnel in PICs. These principles provide a practical framework for educators and health professionals to apply to health-based education and training in the Pacific, with potential application to other rural and remote environments.

How do medical educators design a curriculum that facilitates student learning about professionalism?

PubMed

Langendyk, Vicki; Mason, Glenn; Wang, Shaoyu

2016-02-04

This study analyses the ways in which curriculum reform facilitated student learning about professionalism. Design-based research provided the structure for an iterative approach to curriculum change which we undertook over a 3 year period. The learning environment of the Personal and Professional Development Theme (PPD) was analysed through the sociocultural lens of Activity Theory. Lave and Wenger's and Mezirow's learning theories informed curriculum reform to support student development of a patient-centred and critically reflective professional identity. The renewed pedagogical outcomes were aligned with curriculum content, learning and teaching processes and assessment, and intense staff education was undertaken. We analysed qualitative data from tutor interviews and free-response student surveys to evaluate the impact of curriculum reform. Students' and tutors' reflections on learning in PPD converged on two principle themes--'Developing a philosophy of medicine' and 'Becoming an ethical doctor'--which corresponded to the overarching PPD theme aims of communicative learning. Students and tutors emphasised the importance of the unique learning environment of PPD tutorials for nurturing personal development and the positive impact of the renewed assessment programme on learning. A theory-led approach to curriculum reform resulted in student engagement in the PPD curriculum and facilitated a change in student perspective about the epistemological foundation of medicine.

Semi-inner-products in Banach Spaces with Applications to Regularized Learning, Sampling, and Sparse Approximation

DTIC Science & Technology

2016-03-13

dynamics of percept formation modeled as operant (selectionist) process, Cognitive Neurodynamics , (08 2013): 0. doi: 10.1007/s11571-013-9262-0 Jun Zhang... cognitive principles for categorization. Our execution plan include three specific topics (“Aims”) 1. REPORT DATE (DD-MM-YYYY) 4. TITLE AND SUBTITLE 13...while rooted in human cognitive principles for categorization. Our execution plan include three specific topics (“Aims”) 1. Apply RKBS theory to

Design Principles for Digital Badges Used in Libraries

ERIC Educational Resources Information Center

Rimland, Emily; Raish, Victoria

2017-01-01

Digital badges give libraries greater flexibility in delivering impactful instruction to students. They serve as flexible, stackable microcredentials that sequence an information literacy experience across the curriculum. Design considerations rooted in learning theory have a foundation through which to drive decisions. Information literacy badges…

The effectiveness of signaling principle in virtual reality courseware towards achievement of transfer learning among students with different spatial ability

NASA Astrophysics Data System (ADS)

Yahaya, Wan Ahmad Jaafar Wan; Ahmad, Awaatif

2017-10-01

Past research revealed that students and society, in general, are relatively under-skilled in performing the practice of Islamic funeral management which is one of the "ibadah fardu kifayah" (a legal obligation that must be discharged by the Muslim community as a whole) in Islam. Participation among youth in managing funerals is relatively low, partly due to the ineffectiveness of the instructional approach. This paper aims to examine the effectiveness of the signaling principle in virtual reality courseware pertaining to the topic of Islamic Funeral Management in the Islamic Education subject to ensure the accomplishment of transfer learning among students with different spatial abilities. The study comprises of two phases namely the courseware development phase and treatment phase. The courseware development employs the Instructional Design Model by Alessi and Trollip. Besides that, the courseware is integrated with components of CLE, principles in Theory of CATLM and signaling principle in multimedia learning. The sample consisted of 130 Form Two students who were selected randomly from four Malaysian secondary schools. They were divided into two experimental groups with 63 students in group one and 67 students in group two. The experimental group one used VR courseware without the signaling principle (VRTI) while experimental group two used the VR courseware with the signaling principle (VRDI). The experiment lasted for three weeks. ANOVA was utilised to analyse the data from this research. The findings showed significant differences between students who used VRDI in the transfer of learning compared to students who used VRTI.

Social media for lifelong learning.

PubMed

Kind, Terry; Evans, Yolanda

2015-04-01

Learning is ongoing, and can be considered a social activity. In this paper we aim to provide a review of the use of social media for lifelong learning. We start by defining lifelong learning, drawing upon principles of continuous professional development and adult learning theory. We searched Embase and MEDLINE from 2004-2014 for search terms relevant to social media and learning. We describe examples of lifelong learners using social media in medical education and healthcare that have been reported in the peer-reviewed literature. Medical or other health professions students may have qualities consistent with being a lifelong learner, yet once individuals move beyond structured learning environments they will need to recognize their own gaps in knowledge and skills over time and be motivated to fill them, thereby incorporating lifelong learning principles into their day-to-day practice. Engagement with social media can parallel engagement in the learning process over time, to the extent that online social networking fosters feedback and collaboration. The use of social media and online networking platforms are a key way to continuously learn in today's information sharing society. Additional research is needed, particularly rigorous studies that extend beyond learner satisfaction to knowledge, behaviour change, and outcomes.

Social learning theory parenting intervention promotes attachment-based caregiving in young children: randomized clinical trial.

PubMed

O'Connor, Thomas G; Matias, Carla; Futh, Annabel; Tantam, Grace; Scott, Stephen

2013-01-01

Parenting programs for school-aged children are typically based on behavioral principles as applied in social learning theory. It is not yet clear if the benefits of these interventions extend beyond aspects of the parent-child relationship quality conceptualized by social learning theory. The current study examined the extent to which a social learning theory-based treatment promoted change in qualities of parent-child relationship derived from attachment theory. A randomized clinical trial of 174 four- to six-year-olds selected from a high-need urban area and stratified by conduct problems were assigned to a parenting program plus a reading intervention (n = 88) or nonintervention condition (n = 86). In-home observations of parent-child interactions were assessed in three tasks: (a) free play, (b) challenge task, and (c) tidy up. Parenting behavior was coded according to behavior theory using standard count measures of positive and negative parenting, and for attachment theory using measures of sensitive responding and mutuality; children's attachment narratives were also assessed. Compared to the parents in the nonintervention group, parents allocated to the intervention showed increases in the positive behavioral counts and sensitive responding; change in behavioral count measures overlapped modestly with change in attachment-based changes. There was no reliable change in children's attachment narratives associated with the intervention. The findings demonstrate that standard social learning theory-based parenting interventions can change broader aspects of parent-child relationship quality and raise clinical and conceptual questions about the distinctiveness of existing treatment models in parenting research.

Social cognitive or learning theory use to improve self-efficacy in musculoskeletal rehabilitation: A systematic review and meta-analysis.

PubMed

Ghazi, Cameron; Nyland, John; Whaley, Rumeal; Rogers, Thomas; Wera, Jeff; Henzman, Cameron

2018-07-01

To review the rehabilitation research methodological quality and intervention effectiveness of studies that used social cognitive or learning theory principles to improve self-efficacy in patients with orthopedic or musculoskeletal conditions. A systematic literature review and meta-analysis of peer reviewed studies published in English was performed using the OVID and SPORTDiscus databases. Initial search terms were "social cognitive theory" or "social learning theory" combined with "rehabilitation". From the 25 total studies that contributed to this review, 23 contributed patient outcome information and 20 contributed to effect size determination. Of 1947 total study participants, most (n = 1537, 78.9%) were women. Participants were primarily late middle-age (64.8 ± 17 years). Studies included participants with hip or knee osteoarthritis (OA) or who were post-hip or knee arthroplasty (11/25, 44%), post-femur or tibia fracture (6/25, 24%), adults in assisted living or inpatient rehabilitation facilities (2/25, 8%), independent community dwelling older adults (2/25, 8%), college-age recreational athletes post-sports injury (2/25, 8%), older women with osteoporosis risk (1/25, 4%) or middle-aged adults post-traumatic hand injury (1/25, 4%). For the 20 studies that contributed to effect size determination, a large overall mean effect size (Cohen's d = 0.98, 95% CI 0.42-1.86) was observed. Studies that used social cognitive or learning theory principles to improve self-efficacy in patients with orthopedic or musculoskeletal conditions generally displayed moderate to large effect sizes supporting this intervention. Sound research methodological quality and low risk of intervention-related injury or other adverse events were also generally observed. Findings suggest that these interventions may also benefit individuals with conditions that have not progressed to end-stage salvage surgery such as younger, more athletically active individuals for knee OA prevention.

Cognitive behavioral game design: a unified model for designing serious games

PubMed Central

Starks, Katryna

2014-01-01

Video games have a unique ability to engage, challenge, and motivate, which has led teachers, psychology specialists, political activists and health educators to find ways of using them to help people learn, grow and change. Serious games, as they are called, are defined as games that have a primary purpose other than entertainment. However, it is challenging to create games that both educate and entertain. While game designers have embraced some psychological concepts such as flow and mastery, understanding how these concepts work together within established psychological theory would assist them in creating effective serious games. Similarly, game design professionals have understood the propensity of video games to teach while lamenting that educators do not understand how to incorporate educational principles into game play in a way that preserves the entertainment. Bandura (2006) social cognitive theory (SCT) has been used successfully to create video games that create positive behavior outcomes, and teachers have successfully used Gardner’s (1983) theory of multiple intelligences (MIs) to create engaging, immersive learning experiences. Cognitive behavioral game design is a new framework that incorporates SCT and MI with game design principles to create a game design blueprint for serious games. PMID:24550858

Cognitive behavioral game design: a unified model for designing serious games.

PubMed

Starks, Katryna

2014-01-01

Video games have a unique ability to engage, challenge, and motivate, which has led teachers, psychology specialists, political activists and health educators to find ways of using them to help people learn, grow and change. Serious games, as they are called, are defined as games that have a primary purpose other than entertainment. However, it is challenging to create games that both educate and entertain. While game designers have embraced some psychological concepts such as flow and mastery, understanding how these concepts work together within established psychological theory would assist them in creating effective serious games. Similarly, game design professionals have understood the propensity of video games to teach while lamenting that educators do not understand how to incorporate educational principles into game play in a way that preserves the entertainment. Bandura (2006) social cognitive theory (SCT) has been used successfully to create video games that create positive behavior outcomes, and teachers have successfully used Gardner's (1983) theory of multiple intelligences (MIs) to create engaging, immersive learning experiences. Cognitive behavioral game design is a new framework that incorporates SCT and MI with game design principles to create a game design blueprint for serious games.

A BCM theory of meta-plasticity for online self-reorganizing fuzzy-associative learning.

PubMed

Tan, Javan; Quek, Chai

2010-06-01

Self-organizing neurofuzzy approaches have matured in their online learning of fuzzy-associative structures under time-invariant conditions. To maximize their operative value for online reasoning, these self-sustaining mechanisms must also be able to reorganize fuzzy-associative knowledge in real-time dynamic environments. Hence, it is critical to recognize that they would require self-reorganizational skills to rebuild fluid associative structures when their existing organizations fail to respond well to changing circumstances. In this light, while Hebbian theory (Hebb, 1949) is the basic computational framework for associative learning, it is less attractive for time-variant online learning because it suffers from stability limitations that impedes unlearning. Instead, this paper adopts the Bienenstock-Cooper-Munro (BCM) theory of neurological learning via meta-plasticity principles (Bienenstock et al., 1982) that provides for both online associative and dissociative learning. For almost three decades, BCM theory has been shown to effectively brace physiological evidence of synaptic potentiation (association) and depression (dissociation) into a sound mathematical framework for computational learning. This paper proposes an interpretation of the BCM theory of meta-plasticity for an online self-reorganizing fuzzy-associative learning system to realize online-reasoning capabilities. Experimental findings are twofold: 1) the analysis using S&P-500 stock index illustrated that the self-reorganizing approach could follow the trajectory shifts in the time-variant S&P-500 index for about 60 years, and 2) the benchmark profiles showed that the fuzzy-associative approach yielded comparable results with other fuzzy-precision models with similar online objectives.

Considering "Nonlinearity" Across the Continuum in Medical Education Assessment: Supporting Theory, Practice, and Future Research Directions.

PubMed

Durning, Steven J; Lubarsky, Stuart; Torre, Dario; Dory, Valérie; Holmboe, Eric

2015-01-01

The purpose of this article is to propose new approaches to assessment that are grounded in educational theory and the concept of "nonlinearity." The new approaches take into account related phenomena such as "uncertainty," "ambiguity," and "chaos." To illustrate these approaches, we will use the example of assessment of clinical reasoning, although the principles we outline may apply equally well to assessment of other constructs in medical education. Theoretical perspectives include a discussion of script theory, assimilation theory, self-regulated learning theory, and situated cognition. Assessment examples to include script concordance testing, concept maps, self-regulated learning microanalytic technique, and work-based assessment, which parallel the above-stated theories, respectively, are also highlighted. We conclude with some practical suggestions for approaching nonlinearity. © 2015 The Alliance for Continuing Education in the Health Professions, the Society for Academic Continuing Medical Education, and the Council on Continuing Medical Education, Association for Hospital Medical Education.

Learning to perceive in the sensorimotor approach: Piaget’s theory of equilibration interpreted dynamically

PubMed Central

Di Paolo, Ezequiel Alejandro; Barandiaran, Xabier E.; Beaton, Michael; Buhrmann, Thomas

2014-01-01

Learning to perceive is faced with a classical paradox: if understanding is required for perception, how can we learn to perceive something new, something we do not yet understand? According to the sensorimotor approach, perception involves mastery of regular sensorimotor co-variations that depend on the agent and the environment, also known as the “laws” of sensorimotor contingencies (SMCs). In this sense, perception involves enacting relevant sensorimotor skills in each situation. It is important for this proposal that such skills can be learned and refined with experience and yet up to this date, the sensorimotor approach has had no explicit theory of perceptual learning. The situation is made more complex if we acknowledge the open-ended nature of human learning. In this paper we propose Piaget’s theory of equilibration as a potential candidate to fulfill this role. This theory highlights the importance of intrinsic sensorimotor norms, in terms of the closure of sensorimotor schemes. It also explains how the equilibration of a sensorimotor organization faced with novelty or breakdowns proceeds by re-shaping pre-existing structures in coupling with dynamical regularities of the world. This way learning to perceive is guided by the equilibration of emerging forms of skillful coping with the world. We demonstrate the compatibility between Piaget’s theory and the sensorimotor approach by providing a dynamical formalization of equilibration to give an explicit micro-genetic account of sensorimotor learning and, by extension, of how we learn to perceive. This allows us to draw important lessons in the form of general principles for open-ended sensorimotor learning, including the need for an intrinsic normative evaluation by the agent itself. We also explore implications of our micro-genetic account at the personal level. PMID:25126065

Theory and practice in continuing medical education.

PubMed

Amin, Z

2000-07-01

Continuing medical education (CME) represents the final and often most poorly understood stage of physician education. The understanding of contemporary theories of physician education and characteristics of effective CME interventions will help CME providers and physician learners to plan productive CME activities and improve learning. This article aims to provide readers with emerging evidences on effective CME, particularly in relation to theories of physician learning and their implications for CME planning. The article also summarises attributes of effective CME interventions. The data and evidence were collected from contemporary medical education journals and published books on medical education. Two electronic databases, Medline and ERIC (Educational Research Information Clearinghouse) were searched for suitable articles. Physician learning is a distinct phenomenon with high inclination towards autonomy and self-directed learning. CME interventions are more likely to be fruitful if they are modelled with strong theoretical background, catered towards individual learning needs and preferences, and focused on the learning component of education. Many widely practised CME interventions fail to be effective as those are not based on the above principles. Evidence suggests that careful planning and evaluation of CME will improve the key measure of physician's performance and health care outcome.

Approaches to Foster Transfer of Formal Principles: Which Route to Take?

PubMed Central

Schalk, Lennart; Saalbach, Henrik; Stern, Elsbeth

2016-01-01

Enabling learners to transfer knowledge about formal principles to new problems is a major aim of science and mathematics education, which, however, is notoriously difficult to reach. Previous research advocates different approaches of how to introduce principles to foster the transfer of knowledge about formal principles. One approach suggests teaching a generic formalism of the principles. Another approach suggests presenting (at least) two concrete cases instantiating the principle. A third approach suggests presenting a generic formalism accompanied by a case. As yet, though, empirical results regarding the transfer potential of these approaches are mixed and difficult to integrate as the three approaches have rarely been tested competitively. Furthermore, the approaches have been evaluated in relation to different control conditions, and they have been assessed using varying transfer measures. In the present experiment, we introduced undergraduates to the formal principles of propositional logic with the aim to systematically compare the transfer potential of the different approaches in relation to each other and to a common control condition by using various learning and transfer tasks. Results indicate that all approaches supported successful learning and transfer of the principles, but also caused systematic differences in the magnitude of transfer. Results indicate that the combination of a generic formalism with a case was surprisingly unsuccessful while learners who compared two cases outperformed the control condition. We discuss how the simultaneous assessment of the different approaches allows to more precisely capture the underlying learning mechanisms and to advance theory on how these mechanisms contribute to transfer performance. PMID:26871902

Teaching Machines and Programmed Instruction; an Introduction.

ERIC Educational Resources Information Center

Fry, Edward B.

Teaching machines and programed instruction represent new methods in education, but they are based on teaching principles established before the development of media technology. Today programed learning materials based on the new technology enjoy increasing popularity for several reasons: they apply sound psychological theories; the materials can…

Life-Long Education in Israel.

ERIC Educational Resources Information Center

Yaron, Kalman, Ed.

The essays in this collection describe some of the main aspects--theories, programs and practices--of adult education in Israel. The 22 essays are: "Problems and Objectives of Adult Education," by Elad Peled; "The Principle of Dialogue in Education," by Martin Buber; "The Jewish Tradition of Life-long Learning," by…

Principals' Experiences of Being Evaluated: A Phenomenological Study

ERIC Educational Resources Information Center

Parylo, Oksana; Zepeda, Sally J.; Bengtson, Ed

2012-01-01

This phenomenological study sought to understand principals' lived experiences of being evaluated with reliance on the principles of developmental supervision and adult learning theory. Analysis of interview data from 16 principals revealed 3 major constructs in principal evaluation: evaluation is a complex, constantly changing system; principal…

A "Language Lab" for Architectural Design.

ERIC Educational Resources Information Center

Mackenzie, Arch; And Others

This paper discusses a "language lab" strategy in which traditional studio learning may be supplemented by language lessons using computer graphics techniques to teach architectural grammar, a body of elements and principles that govern the design of buildings belonging to a particular architectural theory or style. Two methods of…

Second Language Literacy Development From Theory to Practice.

ERIC Educational Resources Information Center

Jacobson, Julie

2003-01-01

Discusses instructional strategies to: promote language and literacy development; enhance comprehension of content area material; and make informed decisions that effectively meet the individual needs of each second language student. Reviews six instructional principles in the area of second language learning and a lesson incorporating the…

Thresholds of Principle and Preference: Exploring Procedural Variation in Postgraduate Surgical Education.

PubMed

Apramian, Tavis; Cristancho, Sayra; Watling, Chris; Ott, Michael; Lingard, Lorelei

2015-11-01

Expert physicians develop their own ways of doing things. The influence of such practice variation in clinical learning is insufficiently understood. Our grounded theory study explored how residents make sense of, and behave in relation to, the procedural variations of faculty surgeons. We sampled senior postgraduate surgical residents to construct a theoretical framework for how residents make sense of procedural variations. Using a constructivist grounded theory approach, we used marginal participant observation in the operating room across 56 surgical cases (146 hours), field interviews (38), and formal interviews (6) to develop a theoretical framework for residents' ways of dealing with procedural variations. Data analysis used constant comparison to iteratively refine the framework and data collection until theoretical saturation was reached. The core category of the constructed theory was called thresholds of principle and preference and it captured how faculty members position some procedural variations as negotiable and others not. The term thresholding was coined to describe residents' daily experiences of spotting, mapping, and negotiating their faculty members' thresholds and defending their own emerging thresholds. Thresholds of principle and preference play a key role in workplace-based medical education. Postgraduate medical learners are occupied on a day-to-day level with thresholding and attempting to make sense of the procedural variations of faculty. Workplace-based teaching and assessment should include an understanding of the integral role of thresholding in shaping learners' development. Future research should explore the nature and impact of thresholding in workplace-based learning beyond the surgical context.

Hand rim wheelchair propulsion training using biomechanical real-time visual feedback based on motor learning theory principles.

PubMed

Rice, Ian; Gagnon, Dany; Gallagher, Jere; Boninger, Michael

2010-01-01

As considerable progress has been made in laboratory-based assessment of manual wheelchair propulsion biomechanics, the necessity to translate this knowledge into new clinical tools and treatment programs becomes imperative. The objective of this study was to describe the development of a manual wheelchair propulsion training program aimed to promote the development of an efficient propulsion technique among long-term manual wheelchair users. Motor learning theory principles were applied to the design of biomechanical feedback-based learning software, which allows for random discontinuous real-time visual presentation of key spatiotemporal and kinetic parameters. This software was used to train a long-term wheelchair user on a dynamometer during 3 low-intensity wheelchair propulsion training sessions over a 3-week period. Biomechanical measures were recorded with a SmartWheel during over ground propulsion on a 50-m level tile surface at baseline and 3 months after baseline. Training software was refined and administered to a participant who was able to improve his propulsion technique by increasing contact angle while simultaneously reducing stroke cadence, mean resultant force, peak and mean moment out of plane, and peak rate of rise of force applied to the pushrim after training. The proposed propulsion training protocol may lead to favorable changes in manual wheelchair propulsion technique. These changes could limit or prevent upper limb injuries among manual wheelchair users. In addition, many of the motor learning theory-based techniques examined in this study could be applied to training individuals in various stages of rehabilitation to optimize propulsion early on.

Holography as deep learning

NASA Astrophysics Data System (ADS)

Gan, Wen-Cong; Shu, Fu-Wen

Quantum many-body problem with exponentially large degrees of freedom can be reduced to a tractable computational form by neural network method [G. Carleo and M. Troyer, Science 355 (2017) 602, arXiv:1606.02318.] The power of deep neural network (DNN) based on deep learning is clarified by mapping it to renormalization group (RG), which may shed lights on holographic principle by identifying a sequence of RG transformations to the AdS geometry. In this paper, we show that any network which reflects RG process has intrinsic hyperbolic geometry, and discuss the structure of entanglement encoded in the graph of DNN. We find the entanglement structure of DNN is of Ryu-Takayanagi form. Based on these facts, we argue that the emergence of holographic gravitational theory is related to deep learning process of the quantum-field theory.

An Application of Educational Theories and Principles of Teaching and Learning Communication Skills for General Practitioners in Oman

PubMed Central

Al-Wahaibi, Ahmed; Almahrezi, Abdulaziz

2009-01-01

This article discusses the crucial role of teaching and learning communication skills for general practitioners, based on the theory of experiential and self-directed learning. It also outlines the proposed ways and methods to teach these communication skills in this project. The patient-doctor interview or what is known as office visit in some countries and consultation in others is the cornerstone of the entire General Practice (GP) or Family Medicine. It is from this process and outcome that the reputation is gained or destroyed. The analysis of the consultation is complicated and varied but is most usefully employed to assess effecacy in terms of achieving the means that are mutually desired by patients and their carers. PMID:22334856

Radical constructivism: Between realism and solipsism

NASA Astrophysics Data System (ADS)

Martínez-Delgado, Alberto

2002-11-01

This paper criticizes radical constructivism of the Glasersfeld type, pointing out some contradictions between the declared radical principles and their theoretical and practical development. These contradictions manifest themselves in a frequent oscillation between solipsism and realism, despite constructivist claims to be an anti-realist theory. The paper also points out the contradiction between the relativism of the radical constructivist principles and the constructivist exclusion of other epistemological or educational paradigms. It also disputes the originality and importance of the radical constructivist paradigm, suggesting the idea of an isomorphism between radical constructivist theory and contemplative realism. In addition, some pedagogical and scientific methodological aspects of the radical constructivist model are examined. Although radical constructivism claims to be a rational theory and advocates deductive thinking, it is argued that there is no logical deductive connection between the radical principles of constructivism and the radical constructivist ideas about scientific research and learning. The paper suggests the possibility of an ideological substratum in the construction and hegemonic success of subjective constructivism and, finally, briefly advances an alternative realist model to epistemological and educational radical constructivism.

Learning to perceive in the sensorimotor approach: Piaget's theory of equilibration interpreted dynamically.

PubMed

Di Paolo, Ezequiel Alejandro; Barandiaran, Xabier E; Beaton, Michael; Buhrmann, Thomas

2014-01-01

if understanding is required for perception, how can we learn to perceive something new, something we do not yet understand? According to the sensorimotor approach, perception involves mastery of regular sensorimotor co-variations that depend on the agent and the environment, also known as the "laws" of sensorimotor contingencies (SMCs). In this sense, perception involves enacting relevant sensorimotor skills in each situation. It is important for this proposal that such skills can be learned and refined with experience and yet up to this date, the sensorimotor approach has had no explicit theory of perceptual learning. The situation is made more complex if we acknowledge the open-ended nature of human learning. In this paper we propose Piaget's theory of equilibration as a potential candidate to fulfill this role. This theory highlights the importance of intrinsic sensorimotor norms, in terms of the closure of sensorimotor schemes. It also explains how the equilibration of a sensorimotor organization faced with novelty or breakdowns proceeds by re-shaping pre-existing structures in coupling with dynamical regularities of the world. This way learning to perceive is guided by the equilibration of emerging forms of skillful coping with the world. We demonstrate the compatibility between Piaget's theory and the sensorimotor approach by providing a dynamical formalization of equilibration to give an explicit micro-genetic account of sensorimotor learning and, by extension, of how we learn to perceive. This allows us to draw important lessons in the form of general principles for open-ended sensorimotor learning, including the need for an intrinsic normative evaluation by the agent itself. We also explore implications of our micro-genetic account at the personal level.

The Effects of Seductive Details in an Inflatable Planetarium

NASA Astrophysics Data System (ADS)

Gillette, Sean

Astronomy is becoming a forgotten science, which is evident by its relatively low enrollment figures compared to biology, chemistry, and physics. A portable inflatable planetarium brings relevance back to astronomy and offers support to students and educators by simulating realistic astronomical environments. This study sought to determine if learning is improved in an inflatable planetarium by adhering to the design principles of the cognitive theory of multimedia learning (CTML), specifically the coherence principle, in an authentic classroom. Two groups of 5th grade students of similar ability were purposefully assigned using a 1-teacher-to-many-students format with mean lesson lengths of 34 minutes. The experimental group was differentiated with seductive details, defined as interesting but irrelevant facts that can distract learning. The control group ( n = 28), with seductive details excluded, outperformed the experimental group (n = 28), validating the coherence principle and producing a Cohen's effect size of medium practical significance (d = 0.4). These findings suggest that CTML, when applied to planetarium instruction, does increase student learning and that seductive details do have a negative effect on learning. An adult training project was created to instruct educators on the benefits of CTML in astronomy education. This study leads to positive social change by highlighting astronomy education while providing educators with design principles of CTML in authentic settings to maximize learning, aid in the creation of digital media (astronomical simulations/instructional lessons for planetariums) and provide valuable training for owners of inflatable planetariums with the eventual goal of increasing student enrollment of astronomy courses at the local level.

Constructive, collaborative, contextual, and self-directed learning in surface anatomy education.

PubMed

Bergman, Esther M; Sieben, Judith M; Smailbegovic, Ida; de Bruin, Anique B H; Scherpbier, Albert J J A; van der Vleuten, Cees P M

2013-01-01

Anatomy education often consists of a combination of lectures and laboratory sessions, the latter frequently including surface anatomy. Studying surface anatomy enables students to elaborate on their knowledge of the cadaver's static anatomy by enabling the visualization of structures, especially those of the musculoskeletal system, move and function in a living human being. A recent development in teaching methods for surface anatomy is body painting, which several studies suggest increases both student motivation and knowledge acquisition. This article focuses on a teaching approach and is a translational contribution to existing literature. In line with best evidence medical education, the aim of this article is twofold: to briefly inform teachers about constructivist learning theory and elaborate on the principles of constructive, collaborative, contextual, and self-directed learning; and to provide teachers with an example of how to implement these learning principles to change the approach to teaching surface anatomy. Student evaluations of this new approach demonstrate that the application of these learning principles leads to higher student satisfaction. However, research suggests that even better results could be achieved by further adjustments in the application of contextual and self-directed learning principles. Successful implementation and guidance of peer physical examination is crucial for the described approach, but research shows that other options, like using life models, seem to work equally well. Future research on surface anatomy should focus on increasing the students' ability to apply anatomical knowledge and defining the setting in which certain teaching methods and approaches have a positive effect. Copyright © 2012 American Association of Anatomists.

Learning in neural networks based on a generalized fluctuation theorem

NASA Astrophysics Data System (ADS)

Hayakawa, Takashi; Aoyagi, Toshio

2015-11-01

Information maximization has been investigated as a possible mechanism of learning governing the self-organization that occurs within the neural systems of animals. Within the general context of models of neural systems bidirectionally interacting with environments, however, the role of information maximization remains to be elucidated. For bidirectionally interacting physical systems, universal laws describing the fluctuation they exhibit and the information they possess have recently been discovered. These laws are termed fluctuation theorems. In the present study, we formulate a theory of learning in neural networks bidirectionally interacting with environments based on the principle of information maximization. Our formulation begins with the introduction of a generalized fluctuation theorem, employing an interpretation appropriate for the present application, which differs from the original thermodynamic interpretation. We analytically and numerically demonstrate that the learning mechanism presented in our theory allows neural networks to efficiently explore their environments and optimally encode information about them.

The effect of implementing cognitive load theory-based design principles in virtual reality simulation training of surgical skills: a randomized controlled trial.

PubMed

Andersen, Steven Arild Wuyts; Mikkelsen, Peter Trier; Konge, Lars; Cayé-Thomasen, Per; Sørensen, Mads Sølvsten

2016-01-01

Cognitive overload can inhibit learning, and cognitive load theory-based instructional design principles can be used to optimize learning situations. This study aims to investigate the effect of implementing cognitive load theory-based design principles in virtual reality simulation training of mastoidectomy. Eighteen novice medical students received 1 h of self-directed virtual reality simulation training of the mastoidectomy procedure randomized for standard instructions (control) or cognitive load theory-based instructions with a worked example followed by a problem completion exercise (intervention). Participants then completed two post-training virtual procedures for assessment and comparison. Cognitive load during the post-training procedures was estimated by reaction time testing on an integrated secondary task. Final-product analysis by two blinded expert raters was used to assess the virtual mastoidectomy performances. Participants in the intervention group had a significantly increased cognitive load during the post-training procedures compared with the control group (52 vs. 41 %, p  = 0.02). This was also reflected in the final-product performance: the intervention group had a significantly lower final-product score than the control group (13.0 vs. 15.4, p  < 0.005). Initial instruction using worked examples followed by a problem completion exercise did not reduce the cognitive load or improve the performance of the following procedures in novices. Increased cognitive load when part tasks needed to be integrated in the post-training procedures could be a possible explanation for this. Other instructional designs and methods are needed to lower the cognitive load and improve the performance in virtual reality surgical simulation training of novices.

Five Lessons of a Dumbledore Education

ERIC Educational Resources Information Center

Music, Rusmir; Agans, Lyndsay J.

2007-01-01

Hogwarts School of Witchcraft and Wizardry and the world of Harry Potter may help educators re-imagine their daily work and provide good reminders that intentional formal and informal mentoring, informed by educational theory, play an essential role in student learning and development. Mentoring principles at Hogwarts flow from Albus Dumbledore,…

Designing Instructional Visuals; Theory, Composition, Implementation.

ERIC Educational Resources Information Center

Linker, Jerry Mac

The use of visual media in the classroom contributes to the improvement of teaching and learning. The purpose of this handbook is to present a practical discussion of the principles involved in designing visuals that teach. The author first describes the essentials of communication applied to instructional visuals. He then analyzes the physical…

Toward a More Effective Economic Principles Class: The Florida State University Experience.

ERIC Educational Resources Information Center

Tuckman, Barbara; Tuckman, Howard

1975-01-01

This special issue explores alternative approaches to teaching the college introductory economics course. Using insights gained from learning theory, suggestions from the Joint Council on Economic Education, and trial and error, several faculty members at the Florida State University experimented with various techniques and approaches designed to…

Application of Adaptive Decision Aiding Systems to Computer-Assisted Instruction. Final Report, January-December 1974.

ERIC Educational Resources Information Center

May, Donald M.; And Others

The minicomputer-based Computerized Diagnostic and Decision Training (CDDT) system described combines the principles of artificial intelligence, decision theory, and adaptive computer assisted instruction for training in electronic troubleshooting. The system incorporates an adaptive computer program which learns the student's diagnostic and…

Curriculum Guide for Electronics in Technology Education.

ERIC Educational Resources Information Center

Connecticut Industrial Technology Association.

Consistent with the principles of the Connecticut Common Core of Learning, this competency-based curriculum guide for electronics provides a reference guide for educators to research and prepare for teaching the field of electronics. The guide contains 22 units that cover the following topics: theory of matter; safety; direct current; magnetism;…

Les programmes de base: des principes a la realite (Core Programs: From Principles to Reality).

ERIC Educational Resources Information Center

Calve, Pierre

1985-01-01

The recent evolution of second language teaching theory regarding language, learning, communication, and teaching is summarized, and factors contributing to resistance to core second language programs are examined. They include tradition, school programs, time of instruction, language of instruction, teacher training, attitudes, and…

What Is Diversity Pedagogy?

ERIC Educational Resources Information Center

Sheets, Rosa Hernandez

2009-01-01

Diversity Pedagogy Theory (DPT) is a set of principles that point out the natural and inseparable connection between culture and cognition. In other words, to be effective as a teacher, he/she must understand and acknowledge the critical role culture plays in the teaching-learning process. DPT maintains that culturally inclusive teachers (a)…

Have a Blast, Safely!

ERIC Educational Resources Information Center

Roy, Ken

2005-01-01

Model rocketry is one of the best ways to get students interested in the physical sciences. Following safety guidelines, rocketry can really turn students on to science and also help them understand the applications of theories and scientific principles (Newton's laws of motion, force, mass, projectile motion, etc.) they are learning. The study…

Social Learning Theory of Aggression.

ERIC Educational Resources Information Center

Bandura, Albert

1978-01-01

Suggests that violent activities occur not because of reduced self-control, but because cognitive skills and self-control are used through moral justifications and self-exonerative devices in the service of destructive causes. Threats to human welfare are generally brought about by deliberate acts of principle rather than by unrestrained acts of…

Bridge Building Potential in Cross-Cultural Learning: A Mixed Method Study

ERIC Educational Resources Information Center

Rienties, Bart; Johan, Novie; Jindal-Snape, Divya

2015-01-01

Although many international students experience transitional issues, most research assumes that these issues will disappear over time with increased interaction. Using principles of social network theory, this study addressed why some students become bridge builders between international and host students, while others primarily interact with…

Bumps in the Road: Expecting More Than Points on a Chart

ERIC Educational Resources Information Center

Hedrick, Wanda B.

2007-01-01

The behaviorist theory encourages educators to use rewards as teaching strategies. Extrinsic rewards eventually reduce intrinsic motivation, cheapen value and love of learning, give the wrong messages, and create an escalating no-win game. Three significant principles of motivation particularly important in fostering internal motivation for…

Neurocomputational mechanisms of prosocial learning and links to empathy.

PubMed

Lockwood, Patricia L; Apps, Matthew A J; Valton, Vincent; Viding, Essi; Roiser, Jonathan P

2016-08-30

Reinforcement learning theory powerfully characterizes how we learn to benefit ourselves. In this theory, prediction errors-the difference between a predicted and actual outcome of a choice-drive learning. However, we do not operate in a social vacuum. To behave prosocially we must learn the consequences of our actions for other people. Empathy, the ability to vicariously experience and understand the affect of others, is hypothesized to be a critical facilitator of prosocial behaviors, but the link between empathy and prosocial behavior is still unclear. During functional magnetic resonance imaging (fMRI) participants chose between different stimuli that were probabilistically associated with rewards for themselves (self), another person (prosocial), or no one (control). Using computational modeling, we show that people can learn to obtain rewards for others but do so more slowly than when learning to obtain rewards for themselves. fMRI revealed that activity in a posterior portion of the subgenual anterior cingulate cortex/basal forebrain (sgACC) drives learning only when we are acting in a prosocial context and signals a prosocial prediction error conforming to classical principles of reinforcement learning theory. However, there is also substantial variability in the neural and behavioral efficiency of prosocial learning, which is predicted by trait empathy. More empathic people learn more quickly when benefitting others, and their sgACC response is the most selective for prosocial learning. We thus reveal a computational mechanism driving prosocial learning in humans. This framework could provide insights into atypical prosocial behavior in those with disorders of social cognition.

Abuse of disabled parking: Reforming public's attitude through persuasive multimedia strategy

NASA Astrophysics Data System (ADS)

Yahaya, W. A. J. W.; Zain, M. Z. M.

2014-02-01

Attitude is one of the factors that contribute to the abuse of disabled parking. The attitude's components are affective, cognitive and behavioral and may be formed in various ways including learning and persuasion. Using learning and persuasion approach, this study has produced a persuasive multimedia aiming to form a positive attitude toward disabled persons in order to minimize the rate of disabled parking abuse. The persuasive multimedia was developed using Principle of Social Learning draws from Persuasive Technology as learning strategy at macro persuasion level, and modality and redundancy principles draw from Multimedia Learning Principles as design strategy at micro persuasion level. In order to measure the effectiveness of the persuasive multimedia, 93 respondents were selected in a 2 × 2 quasi experimental research design for experiment. Attitude components of affective, cognitive and behavioral were measured using adapted instrument from the Multi Dimensional Attitudes Scale toward Persons With Disabilities (MAS). Result of the study shows that the persuasive multimedia which designed based on Social Learning Theory at macro persuasion level is capable of forming positive attitude toward disabled person. The cognitive component of the attitude found to be the most responsive component. In term of design strategy at the micro persuasion level, modality found to be the most significant strategy compare to redundancy. While males are more responsive to the persuasive multimedia compare to females.

How do medical educators design a curriculum that facilitates student learning about professionalism?

PubMed Central

Mason, Glenn; Wang, Shaoyu

2016-01-01

Objectives This study analyses the ways in which curriculum reform facilitated student learning about professionalism. Methods Design-based research provided the structure for an iterative approach to curriculum change which we undertook over a 3 year period. The learning environment of the Personal and Professional Development Theme (PPD) was analysed through the sociocultural lens of Activity Theory. Lave and Wenger’s and Mezirow’s learning theories informed curriculum reform to support student development of a patient-centred and critically reflective professional identity. The renewed pedagogical outcomes were aligned with curriculum content, learning and teaching processes and assessment, and intense staff education was undertaken. We analysed qualitative data from tutor interviews and free-response student surveys to evaluate the impact of curriculum reform. Results Students’ and tutors’ reflections on learning in PPD converged on two principle themes - ‘Developing a philosophy of medicine’ and ‘Becoming an ethical doctor’- which corresponded to the overarching PPD theme aims of communicative learning. Students and tutors emphasised the importance of the unique learning environment of PPD tutorials for nurturing personal development and the positive impact of the renewed assessment programme on learning. Conclusions A theory-led approach to curriculum reform resulted in student engagement in the PPD curriculum and facilitated a change in student perspective about the epistemological foundation of medicine. PMID:26845777

Outcomes of newly practicing nurses who applied principles of holistic comfort theory during the transition from school to practice: a qualitative study.

PubMed

Goodwin, Miki; Candela, Lori

2013-06-01

The aim of this qualitative study was to explore if newly practicing nurses benefited from learning holistic comfort theory during their baccalaureate education, and to provide a conceptual framework to support the transition from school to practice. The study was conducted among graduates of an accelerated baccalaureate nursing program where holistic comfort theory was embedded as a learner-centered philosophy across the curriculum. A phenomenological process using van Manen's qualitative methodology in education involving semi-structured interviews and thematic analysis was used. The nurses recalled what holistic comfort meant to them in school, and described the lived experience of assimilating holistic comfort into their attitudes and behaviors in practice. Themes were established and a conceptual framework was developed to better understand the nurses' lived experiences. Results showed that holistic comfort was experienced as a constructive approach to transcend unavoidable difficulties during the transition from school to practice. Participants described meaningful learning and acquisition of self-strengthening behaviors using holistic comfort theory. Holistic comfort principles were credited for easing nurses into the realities of work and advocating for best patient outcomes. Patient safety and pride in patient care were incidental positive outcomes. The study offers new insights about applying holistic comfort to prepare nurses for the realities of practice. Copyright © 2012 Elsevier Ltd. All rights reserved.

Program theory-driven evaluation science in a youth development context.

PubMed

Deane, Kelsey L; Harré, Niki

2014-08-01

Program theory-driven evaluation science (PTDES) provides a useful framework for uncovering the mechanisms responsible for positive change resulting from participation in youth development (YD) programs. Yet it is difficult to find examples of PTDES that capture the complexity of such experiences. This article offers a much-needed example of PTDES applied to Project K, a youth development program with adventure, service-learning and mentoring components. Findings from eight program staff focus groups, 351 youth participants' comments, four key program documents, and results from six previous Project K research projects were integrated to produce a theory of change for the program. A direct logic analysis was then conducted to assess the plausibility of the proposed theory against relevant research literature. This demonstrated that Project K incorporates many of the best practice principles discussed in the literature that covers the three components of the program. The contributions of this theory-building process to organizational learning and development are discussed. Copyright © 2014 Elsevier Ltd. All rights reserved.

Implementation of utaut model to understand the use of virtual classroom principle in higher education

NASA Astrophysics Data System (ADS)

Aditya, B. R.; Permadi, A.

2018-03-01

This paper describes implementation of Unified Theory of Acceptance and User of Technology (UTAUT) model to assess the use of virtual classroom in support of teaching and learning in higher education. The purpose of this research is how virtual classroom that has fulfilled the basic principle can be accepted and used by students positively. This research methodology uses the quantitative and descriptive approach with a questionnaire as a tool for measuring the height of virtual classroom principle acception. This research uses a sample of 105 students in D3 Informatics Management at Telkom University. The result of this research is that the use of classroom virtual principle are positive and relevant to the students in higher education.

Applying extinction research and theory to cue-exposure addiction treatments.

PubMed

Conklin, Cynthia A; Tiffany, Stephen T

2002-02-01

To evaluate the efficacy of cue-exposure addiction treatment and review modern animal learning research to generate recommendations for substantially enhancing the effectiveness of this treatment. Meta-analysis of cue-exposure addiction treatment outcome studies (N=9), review of animal extinction research and theory, and evaluation of whether major principles from this literature are addressed adequately in cue-exposure treatments. The meta-analytical review showed that there is no consistent evidence for the efficacy of cue-exposure treatment as currently implemented. Moreover, procedures derived from the animal learning literature that should maximize the potential of extinction training are rarely used in cue-exposure treatments. Given what is known from animal extinction theory and research about extinguishing learned behavior, it is not surprising that cue-exposure treatments so often fail. This paper reviews current animal research regarding the most salient threats to the development and maintenance of extinction, and suggests several major procedures for increasing the efficacy of cue-exposure addiction treatment.

Preparation and participation of undergraduate students to inform culturally sensitive research.

PubMed

Wells, Jo Nell; Cagle, Carolyn Spence

2009-07-01

Most student work as research assistants occurs at the graduate level of nursing education, and little is known about the role of undergraduate students as research assistants (RAs) in major research projects. Based on our desire to study Mexican American (MA) cancer caregivers, we needed bilingual and bicultural RAs to serve as data collectors with women who spoke Spanish and possessed cultural beliefs that influenced their caregiving. Following successful recruitment, orientation, and mentoring based on Bandura's social learning theory [Bandura, A., 2001. Social learning theory: an agentic perspective. Annual Review of Psychology 52, 1-26] and accepted teaching-learning principles, RAs engaged in various behaviors that facilitated study outcomes. Faculty researchers, RAs, and study participants benefitted greatly from the undergraduate student involvement in this project. This article describes successful student inclusion approaches, ongoing faculty-RA interactions, and lessons learned from the research team experience. Guidelines discussed support the potential for making the undergraduate RA role a useful and unique learning experience.

Log In to Experiential Learning Theory: Supporting Web-Based Faculty Development

PubMed Central

Brien, Sarah; Parry, Marcus

2017-01-01

Background For an increasingly busy and geographically dispersed faculty, the Faculty of Medicine at the University of Southampton, United Kingdom, developed a range of Web-based faculty development modules, based on Kolb’s experiential learning cycle, to complement the faculty’s face-to-face workshops. Objective The objective of this study was to assess users’ views and perceptions of the effectiveness of Web-based faculty development modules based on Kolb’s experiential learning cycle. We explored (1) users’ satisfaction with the modules, (2) whether Kolb’s design framework supported users’ learning, and (3) whether the design principle impacts their work as educators. Methods We gathered data from users over a 3-year period using evaluation surveys built into each of the seven modules. Quantitative data were analyzed using descriptive statistics, and responses to open-ended questions were analyzed using content analysis. Results Out of the 409 module users, 283 completed the survey (69.1% response rate). Over 80% of the users reported being satisfied or very satisfied with seven individual aspects of the modules. The findings suggest a strong synergy between the design features that users rated most highly and the key stages of Kolb’s learning cycle. The use of simulations and videos to give the users an initial experience as well as the opportunity to “Have a go” and receive feedback in a safe environment were both considered particularly useful. In addition to providing an opportunity for reflection, many participants considered that the modules would enhance their roles as educators through: increasing their knowledge on various education topics and the required standards for medical training, and improving their skills in teaching and assessing students through practice and feedback and ultimately increasing their confidence. Conclusions Kolb’s theory-based design principle used for Web-based faculty development can support faculty to improve their skills and has impact on their role as educators. Grounding Web-based training in learning theory offers an effective and flexible approach for faculty development. PMID:28954718

Extinction from a Rationalist Perspective

PubMed Central

Gallistel, C. R.

2012-01-01

The merging of the computational theory of mind and evolutionary thinking leads to a kind of rationalism, in which enduring truths about the world have become implicit in the computations that enable the brain to cope with the experienced world. The dead reckoning computation, for example, is implemented within the brains of animals as one of the mechanisms that enables them to learn where they are (Gallistel, 1990, 1995). It integrates a velocity signal with respect to a time signal. Thus, the manner in which position and velocity relate to one another in the world is reflected in the manner in which signals representing those variables are processed in the brain. I use principles of information theory and Bayesian inference to derive from other simple principles explanations for: 1) the failure of partial reinforcement to increase reinforcements to acquisition; 2) the partial reinforcement extinction effect; 3) spontaneous recovery; 4) renewal; 5) reinstatement; 6) resurgence (aka facilitated reacquisition). Like the principle underlying dead-reckoning, these principles are grounded in analytic considerations. They are the kind of enduring truths about the world that are likely to have shaped the brain's computations. PMID:22391153

Application of a model of instrumental conditioning to mobile robot control

NASA Astrophysics Data System (ADS)

Saksida, Lisa M.; Touretzky, D. S.

1997-09-01

Instrumental conditioning is a psychological process whereby an animal learns to associate its actions with their consequences. This type of learning is exploited in animal training techniques such as 'shaping by successive approximations,' which enables trainers to gradually adjust the animal's behavior by giving strategically timed reinforcements. While this is similar in principle to reinforcement learning, the real phenomenon includes many subtle effects not considered in the machine learning literature. In addition, a good deal of domain information is utilized by an animal learning a new task; it does not start from scratch every time it learns a new behavior. For these reasons, it is not surprising that mobile robot learning algorithms have yet to approach the sophistication and robustness of animal learning. A serious attempt to model instrumental learning could prove fruitful for improving machine learning techniques. In the present paper, we develop a computational theory of shaping at a level appropriate for controlling mobile robots. The theory is based on a series of mechanisms for 'behavior editing,' in which pre-existing behaviors, either innate or previously learned, can be dramatically changed in magnitude, shifted in direction, or otherwise manipulated so as to produce new behavioral routines. We have implemented our theory on Amelia, an RWI B21 mobile robot equipped with a gripper and color video camera. We provide results from training Amelia on several tasks, all of which were constructed as variations of one innate behavior, object-pursuit.

Principles for a Successful Computerized Physician Order Entry Implementation

PubMed Central

Ash, Joan S.; Fournier, Lara; Stavri, P. Zoë; Dykstra, Richard

2003-01-01

To identify success factors for implementing computerized physician order entry (CPOE), our research team took both a top-down and bottom-up approach and reconciled the results to develop twelve overarching principles to guide implementation. A consensus panel of experts produced ten Considerations with nearly 150 sub-considerations, and a three year project using qualitative methods at multiple successful sites for a grounded theory approach yielded ten general themes with 24 sub-themes. After reconciliation using a meta-matrix approach, twelve Principles, which cluster into groups forming the mnemonic CPOE emerged. Computer technology principles include: temporal concerns; technology and meeting information needs; multidimensional integration; and costs. Personal principles are: value to users and tradeoffs; essential people; and training and support. Organizational principles include: foundational underpinnings; collaborative project management; terms, concepts and connotations; and improvement through evaluation and learning. Finally, Environmental issues include the motivation and context for implementing such systems. PMID:14728129

How doctors learn: the role of clinical problems across the medical school-to-practice continuum.

PubMed

Slotnick, H B

1996-01-01

The author proposes a theory of how physicians learn that uses clinical problem solving as its central feature. His theory, which integrates insights from Maslow, Schön, Norman, and others, claims that physicians-in-training and practicing physicians learn largely by deriving insights from clinical experience. These insights allow the learner to solve future problems and thereby address the learner's basic human needs for security, affiliation, and self-esteem. Ensuring that students gain such insights means that the proper roles of the teacher are (1) to select problems for students to solve and offer guidance on how to solve them, and (2) to serve as a role model of how to reflect on the problem, its solution, and the solution's effectiveness. Three principles guide instruction within its framework for learning: (1) learners, whether physicians-in-training or practicing physicians, seek to solve problems they recognize they have; (2) learners want to be involved in their own learning; and (3) instruction must both be time-efficient and also demonstrate the range of ways in which students can apply what they learn. The author concludes by applying the theory to an aspect of undergraduate education and to the general process of continuing medical education.

A Theoretical Framework for Media Law Courses (Approaches to Teaching Freedom of Expression).

ERIC Educational Resources Information Center

Helle, Steven

1991-01-01

Suggests that most students prefer teachers have a theme that provides coherence and cohesiveness to media law courses. Explains how libertarian and neoliberal themes can guide learning and enumerates some of the principles of the two theories. Identifies drawbacks of the case analysis approach to such courses. (SG)

A Content-Driven Approach to Visual Literacy: Gestalt Rediscovered.

ERIC Educational Resources Information Center

Schamber, Linda

The goal of an introductory graphics course is fundamental visual literacy, which includes learning to appreciate the power of visuals in communication and to express ideas visually. Traditional principles of design--the focus of the course--are based on more fundamental gestalt theory, which relates to human pattern-seeking behavior, particularly…

Rage against the Machine: Evaluation Metrics in the 21st Century

ERIC Educational Resources Information Center

Yang, Charles

2017-01-01

I review the classic literature in generative grammar and Marr's three-level program for cognitive science to defend the Evaluation Metric as a psychological theory of language learning. Focusing on well-established facts of language variation, change, and use, I argue that optimal statistical principles embodied in Bayesian inference models are…

The Physician Impact Project. New Ideas in the Behavioral Science Training of Physicians.

ERIC Educational Resources Information Center

Dombroff, Gary; Wopat, Jane Trabich

Before presenting a model for physician training, this article reports development of a portable training packet for physicians in the application of social learning theory principles to the treatment of handicapped children and their families. A brief review of the recent literature underscores the need for physician training in behavioral…

Evaluating the Relationship between Naturalistic Content Acquisition Podcast Views and Course Performance

ERIC Educational Resources Information Center

Kennedy, Michael J.; Alves, Kat D.; Miciak, Jeremy; Romig, John; Mathews, Hannah Morris; Thomas, Cathy Newman

2016-01-01

Content Acquisition Podcasts for Teachers (CAP-T) are a form of multimedia-based instruction that are supported by an empirical record of effectiveness and are grounded in Mayer's cognitive theory of multimedia learning and accompanying instructional design principles. In this study, 162 students enrolled in an introductory course in special…

Using Brain Research to Drive College Teaching: Innovations in Universal Course Design

ERIC Educational Resources Information Center

Schreiner, Mary B.; Rothenberger, Cynthia D.; Sholtz, A. Janae

2013-01-01

Faculty members in higher education are challenged to meet the needs of an increasingly learning-diverse student body. Neuroscience research indicates that individual variations in brain function affect each learner's ability to process and express information. Using this research as a foundation, the theory and principles of universal course…

Building Electronic Performance Support Systems for First-Year University Students

ERIC Educational Resources Information Center

Barker, Philip; van Schaik, Paul; Famakinwa, Oladeji

2007-01-01

This paper outlines the principles and theory of performance support (in general) and of electronic performance support (in particular). It explains why the design and creation of electronic performance support systems are so important as a mechanism for providing scaffolding environments for use in improving the learning experience for new (and…

Automotive Electrical and Electronic System II; Automotive Mechanics-Intermediate: 9045.04.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

This automotive electrical and electronic system course is an intermediate course designed for the student who has completed automotive Electrical and Electronic System I. The theory and principles of operation of the components of the starting and charging systems and other electrical accessory systems in the automobile will be learned by the…

Who Are You Going After? A Practical Typology to Generate Engagement in Professional Student Organizations

ERIC Educational Resources Information Center

Munoz, Laura; Miller, Richard J.; Poole, Sonja Martin

2016-01-01

On the basis of experiential learning theory and Cialdini's principles of influence, two psychological streams focused on providing hands-on experiences and on effectively influencing individuals, this article identifies a typology of students to engage them in professional student organizations. Exploratory factor analysis and cluster analysis…

A Theory-Driven Approach to Subject Design in Teacher Education

ERIC Educational Resources Information Center

Zundans-Fraser, Lucia; Auhl, Greg

2016-01-01

The intent of this study was to examine how a theoretically-designed subject in an undergraduate teacher education course impacted on the learning and confidence of pre-service teachers in catering for the needs of students with diverse needs. The subject design utilised theoretical principles of self-organisation that were incorporated with the…

"And the Beat Goes Ona... Building Artificial Hearts in the Classroom.

ERIC Educational Resources Information Center

Brock, David L.

2000-01-01

Among the many ideas and theories in anatomy and physiology, one particular topic provides all the potential benefits of learning about the human body: the circulatory system, specifically the heart. Describes a distinctive way to study circulation and the heart that allows students to explore the basic principles of vertebrate anatomy and…

Confluence: Synthesizing the Insights of Joseph Chilton Pearce and Natural Learning Rhythms.

ERIC Educational Resources Information Center

Luvmour, Josette; Luvmour, Ba

1999-01-01

A theory of childhood development posits an unseen pattern that contains the laws and principles determining the child's nature. An environment that provides attunement to this pattern allows the child profound spiritual awareness, within the limits of the developmental moment. Four stages of development are presented with their attributes,…

Discussion as Exploration: Literature and the Horizon of Possibilities. Report Series 6.3.

ERIC Educational Resources Information Center

Langer, Judith A.

Concerned with redefining instructional theory related to the teaching and learning processes in literature, this paper concentrates on articulating principles underlying literature instruction that can be taught in methods courses and that can become the framework that teachers internalize and use to make daily decisions about their teaching and…

STEM Faculty as Learners in Pedagogical Reform and the Role of Research Articles as Professional Development Opportunities

ERIC Educational Resources Information Center

Mulnix, Amy B.

2016-01-01

Discipline-based education research (DBER) publications are opportunities for professional development around science, technology, engineering, and mathematics (STEM) education reform. Learning theory tells us these publications could be more impactful if authors, reviewers, and editors pay greater attention to linking principles and practice.…

Shape Shifting Smart Phones: Riding the Waves in Education

ERIC Educational Resources Information Center

Jubien, Peggy

2013-01-01

The smartphone is a recent technological addition to post-secondary education and it has both educational and non-educational applications. This study examines the educational use of smartphones using principles from actor-network theory (ANT). The purpose of the investigation was to learn about the multiple entanglements of students, teachers and…

A Role Play for Revising Style and Applying Management Theories

ERIC Educational Resources Information Center

Griggs, Karen

2005-01-01

Role-playing is a well regarded learning activity. By participating in this activity, students can apply their knowledge through their assigned roles in a realistic but risk-free situation. The role play stimulates class discussion, dramatizes rhetorical principles about purpose, shows how to adapt a text to an audience of employees in a…

Thresholds of Principle and Preference: Exploring Procedural Variation in Postgraduate Surgical Education

PubMed Central

Apramian, Tavis; Cristancho, Sayra; Watling, Chris; Ott, Michael; Lingard, Lorelei

2017-01-01

Background Expert physicians develop their own ways of doing things. The influence of such practice variation in clinical learning is insufficiently understood. Our grounded theory study explored how residents make sense of, and behave in relation to, the procedural variations of faculty surgeons. Method We sampled senior postgraduate surgical residents to construct a theoretical framework for how residents make sense of procedural variations. Using a constructivist grounded theory approach, we used marginal participant observation in the operating room across 56 surgical cases (146 hours), field interviews (38), and formal interviews (6) to develop a theoretical framework for residents’ ways of dealing with procedural variations. Data analysis used constant comparison to iteratively refine the framework and data collection until theoretical saturation was reached. Results The core category of the constructed theory was called thresholds of principle and preference and it captured how faculty members position some procedural variations as negotiable and others not. The term thresholding was coined to describe residents’ daily experiences of spotting, mapping, and negotiating their faculty members’ thresholds and defending their own emerging thresholds. Conclusions Thresholds of principle and preference play a key role in workplace-based medical education. Postgraduate medical learners are occupied on a day-to-day level with thresholding and attempting to make sense of the procedural variations of faculty. Workplace-based teaching and assessment should include an understanding of the integral role of thresholding in shaping learners’ development. Future research should explore the nature and impact of thresholding in workplace-based learning beyond the surgical context. PMID:26505105

Using Machine Learning to Advance Personality Assessment and Theory.

PubMed

Bleidorn, Wiebke; Hopwood, Christopher James

2018-05-01

Machine learning has led to important advances in society. One of the most exciting applications of machine learning in psychological science has been the development of assessment tools that can powerfully predict human behavior and personality traits. Thus far, machine learning approaches to personality assessment have focused on the associations between social media and other digital records with established personality measures. The goal of this article is to expand the potential of machine learning approaches to personality assessment by embedding it in a more comprehensive construct validation framework. We review recent applications of machine learning to personality assessment, place machine learning research in the broader context of fundamental principles of construct validation, and provide recommendations for how to use machine learning to advance our understanding of personality.

The unrealized promise of infant statistical word-referent learning

PubMed Central

Smith, Linda B.; Suanda, Sumarga H.; Yu, Chen

2014-01-01

Recent theory and experiments offer a new solution as to how infant learners may break into word learning, by using cross-situational statistics to find the underlying word-referent mappings. Computational models demonstrate the in-principle plausibility of this statistical learning solution and experimental evidence shows that infants can aggregate and make statistically appropriate decisions from word-referent co-occurrence data. We review these contributions and then identify the gaps in current knowledge that prevent a confident conclusion about whether cross-situational learning is the mechanism through which infants break into word learning. We propose an agenda to address that gap that focuses on detailing the statistics in the learning environment and the cognitive processes that make use of those statistics. PMID:24637154

Neurocomputational mechanisms of prosocial learning and links to empathy

PubMed Central

Apps, Matthew A. J.; Valton, Vincent; Viding, Essi; Roiser, Jonathan P.

2016-01-01

Reinforcement learning theory powerfully characterizes how we learn to benefit ourselves. In this theory, prediction errors—the difference between a predicted and actual outcome of a choice—drive learning. However, we do not operate in a social vacuum. To behave prosocially we must learn the consequences of our actions for other people. Empathy, the ability to vicariously experience and understand the affect of others, is hypothesized to be a critical facilitator of prosocial behaviors, but the link between empathy and prosocial behavior is still unclear. During functional magnetic resonance imaging (fMRI) participants chose between different stimuli that were probabilistically associated with rewards for themselves (self), another person (prosocial), or no one (control). Using computational modeling, we show that people can learn to obtain rewards for others but do so more slowly than when learning to obtain rewards for themselves. fMRI revealed that activity in a posterior portion of the subgenual anterior cingulate cortex/basal forebrain (sgACC) drives learning only when we are acting in a prosocial context and signals a prosocial prediction error conforming to classical principles of reinforcement learning theory. However, there is also substantial variability in the neural and behavioral efficiency of prosocial learning, which is predicted by trait empathy. More empathic people learn more quickly when benefitting others, and their sgACC response is the most selective for prosocial learning. We thus reveal a computational mechanism driving prosocial learning in humans. This framework could provide insights into atypical prosocial behavior in those with disorders of social cognition. PMID:27528669

Combining Adult Learning Theory with Occupational Therapy Intervention for Bladder and Bowel Management after Spinal Cord Injury: A Case Report.

PubMed

Gallagher, Gina; Bell, Alison

2016-01-01

Bladder and bowel management is an important goal of rehabilitation for clients with spinal cord injury. Dependence is these areas have been linked to a variety of secondary complications, including decreased quality of life, urinary tract infections and pressure ulcers (Hammell, 2010; Hicken et al, 2001). Occupational therapists have been identified as important members of the health care team in spinal cord injury rehabilitation; however, specific roles and interventions have not been clearly described. This case report will describe occupational therapy interventions embedded with principles of adult learning theory to address bladder and bowel management with an adult client who sustained an incomplete thoracic level spinal cord injury.

ATR applications of minimax entropy models of texture and shape

NASA Astrophysics Data System (ADS)

Zhu, Song-Chun; Yuille, Alan L.; Lanterman, Aaron D.

2001-10-01

Concepts from information theory have recently found favor in both the mainstream computer vision community and the military automatic target recognition community. In the computer vision literature, the principles of minimax entropy learning theory have been used to generate rich probabilitistic models of texture and shape. In addition, the method of types and large deviation theory has permitted the difficulty of various texture and shape recognition tasks to be characterized by 'order parameters' that determine how fundamentally vexing a task is, independent of the particular algorithm used. These information-theoretic techniques have been demonstrated using traditional visual imagery in applications such as simulating cheetah skin textures and such as finding roads in aerial imagery. We discuss their application to problems in the specific application domain of automatic target recognition using infrared imagery. We also review recent theoretical and algorithmic developments which permit learning minimax entropy texture models for infrared textures in reasonable timeframes.

A computational learning model for metrical phonology.

PubMed

Dresher, B E; Kaye, J D

1990-02-01

One of the major challenges to linguistic theory is the solution of what has been termed the "projection problem". Simply put, linguistics must account for the fact that starting from a data base that is both unsystematic and relatively small, a human child is capable of constructing a grammar that mirrors, for all intents and purposes, the adult system. In this article we shall address ourselves to the question of the learnability of a postulated subsystem of phonological structure: the stress system. We shall describe a computer program which is designed to acquire this subpart of linguistic structure. Our approach follows the "principles and parameters" model of Chomsky (1981a, b). This model is particularly interesting from both a computational point of view and with respect to the development of learning theories. We encode the relevant aspects of universal grammar (UG)--those aspects of linguistic structure that are presumed innate and thus present in every linguistic system. The learning process consists of fixing a number of parameters which have been shown to underlie stress systems and which should, in principle, lead the learner to the postulation of the system from which the primary linguistic data (i.e., the input to the learner) is drawn. We go on to explore certain formal and substantive properties of this learning system. Questions such as cross-parameter dependencies, determinism, subsets, and incremental versus all-at-once learning are raised and discussed in the article. The issues raised by this study provide another perspective on the formal structure of stress systems and the learnability of parameter systems in general.

Designing contributing student pedagogies to promote students' intrinsic motivation to learn

NASA Astrophysics Data System (ADS)

Herman, Geoffrey L.

2012-12-01

In order to maximize the effectiveness of our pedagogies, we must understand how our pedagogies align with prevailing theories of cognition and motivation and design our pedagogies according to this understanding. When implementing Contributing Student Pedagogies (CSPs), students are expected to make meaningful contributions to the learning of their peers, and consequently, instructors inherently give students power and control over elements of the class. With this loss of power, instructors will become more aware that the quality of the learning environment will depend on the level of students' motivation and engagement rather than the instructor's mastery of content or techniques. Given this greater reliance on student motivation, we will discuss how motivation theories such as Self-Determination Theory (SDT) match and support the use of CSP and how CSP can be used to promote students' intrinsic motivation (IM) to learn. We conclude with examples of how we use principles of SDT to guide our design and use of CSP. We will particularly focus on how we changed the discussion sections of a large, required, sophomore-level class on digital logic and computer organization at a large, research university at relatively low-cost to the presiding class instructor.

The Real World of the Ivory Tower: Linking Classroom and Practice via Pedagogical Modeling

ERIC Educational Resources Information Center

Campbell, Carolyn; Scott-Lincourt, Rose; Brennan, Kimberley

2008-01-01

The authors explore the pedagogical principles of congruency, modeling, and transfer of learning through the description and analysis of a course entitled "The Theory and Practice of Anti-oppressive Social Work." Initially reviewing the literature related to the above concepts, they describe an instructor's attempt to explicitly model, via a range…

Understanding College and University Organization: Theories for Effective Policy and Practice. Two Volume Set

ERIC Educational Resources Information Center

Bess, James L.; Dee, Jay R.

2007-01-01

This two-volume work is intended to help readers develop powerful new ways of thinking about organizational principles, and apply them to policy-making and management in colleges and universities. The book is written with two audiences in mind: administrative and faculty leaders in institutions of higher learning, and students (both doctoral and…

Visual Thinking Routines: A Mixed Methods Approach Applied to Student Teachers at the American University in Dubai

ERIC Educational Resources Information Center

Gholam, Alain

2017-01-01

Visual thinking routines are principles based on several theories, approaches, and strategies. Such routines promote thinking skills, call for collaboration and sharing of ideas, and above all, make thinking and learning visible. Visual thinking routines were implemented in the teaching methodology graduate course at the American University in…

Comparing the Effectiveness of two Methods of Teaching Agricultural Science to Students in Vocational Agriculture.

ERIC Educational Resources Information Center

Williams, Twyman G., Jr.

The effectiveness of visible recorded feedback responses in teaching scientific theory and principles to vocational agriculture students was studied. Specific objectives were to determine the value of group feedback to the teacher, the difference in learning retention between students with and without feedback, and the difference in efficient use…

Development of Design Guidelines for Tools to Promote Differentiated Instruction in Classroom Teaching

ERIC Educational Resources Information Center

Cha, H. J.; Ahn, M. L.

2014-01-01

The purpose of this study was to elicit design guidelines for a teacher tool to support students' diverse needs by facilitating differentiated instructions (DIs). The study used a framework based on activity theory and principles from universal design for learning. As for the research methods, design-based research methods were adopted, and as the…

Raising Student Achievement: A Closer Look into Magnet Schools

ERIC Educational Resources Information Center

Sanchez, Octavio

2010-01-01

The need to address social and economic changes has focused greater attention on our public education system and the need to better equip students with the skills needed for a global society. This quantitative study was grounded in the principles of the constructivist learning theory. The purpose of this study was to determine whether the added…

Applying principles from the game theory to acute stroke care: Learning from the prisoner's dilemma, stag-hunt, and other strategies.

PubMed

Saposnik, Gustavo; Johnston, S Claiborne

2016-04-01

Acute stroke care represents a challenge for decision makers. Decisions based on erroneous assessments may generate false expectations of patients and their family members, and potentially inappropriate medical advice. Game theory is the analysis of interactions between individuals to study how conflict and cooperation affect our decisions. We reviewed principles of game theory that could be applied to medical decisions under uncertainty. Medical decisions in acute stroke care are usually made under constrains: short period of time, with imperfect clinical information, limit understanding about patients and families' values and beliefs. Game theory brings some strategies to help us manage complex medical situations under uncertainty. For example, it offers a different perspective by encouraging the consideration of different alternatives through the understanding of patients' preferences and the careful evaluation of cognitive distortions when applying 'real-world' data. The stag-hunt game teaches us the importance of trust to strength cooperation for a successful patient-physician interaction that is beyond a good or poor clinical outcome. The application of game theory to stroke care may improve our understanding of complex medical situations and help clinicians make practical decisions under uncertainty. © 2016 World Stroke Organization.

The Convergence of Intelligences

NASA Astrophysics Data System (ADS)

Diederich, Joachim

Minsky (1985) argued an extraterrestrial intelligence may be similar to ours despite very different origins. ``Problem- solving'' offers evolutionary advantages and individuals who are part of a technical civilisation should have this capacity. On earth, the principles of problem-solving are the same for humans, some primates and machines based on Artificial Intelligence (AI) techniques. Intelligent systems use ``goals'' and ``sub-goals'' for problem-solving, with memories and representations of ``objects'' and ``sub-objects'' as well as knowledge of relations such as ``cause'' or ``difference.'' Some of these objects are generic and cannot easily be divided into parts. We must, therefore, assume that these objects and relations are universal, and a general property of intelligence. Minsky's arguments from 1985 are extended here. The last decade has seen the development of a general learning theory (``computational learning theory'' (CLT) or ``statistical learning theory'') which equally applies to humans, animals and machines. It is argued that basic learning laws will also apply to an evolved alien intelligence, and this includes limitations of what can be learned efficiently. An example from CLT is that the general learning problem for neural networks is intractable, i.e. it cannot be solved efficiently for all instances (it is ``NP-complete''). It is the objective of this paper to show that evolved intelligences will be constrained by general learning laws and will use task-decomposition for problem-solving. Since learning and problem-solving are core features of intelligence, it can be said that intelligences converge despite very different origins.

Cafeteria factors that influence milk-drinking behaviors of elementary school children: grounded theory approach.

PubMed

Connors, P; Bednar, C; Klammer, S

2001-01-01

This study was conducted to identify factors that influenced milk-drinking behaviors of elementary school children in North Texas. Ten focus groups with a total of 41 children aged 6 to 11 years were conducted using a grounded theory approach. Based on the principles of Social Learning Theory, milk preferences and health beliefs were identified as personal factors that influenced drinking. Cafeteria rules, milk flavor, product packaging, modeling by adults, and shared experiences were environmental factors. The data suggest that school cafeterias can capitalize on their unique position to offer milk-drinking opportunities that children can share to combine nutrition education with sensory experience.

Extinction from a rationalist perspective.

PubMed

Gallistel, C R

2012-05-01

The merging of the computational theory of mind and evolutionary thinking leads to a kind of rationalism, in which enduring truths about the world have become implicit in the computations that enable the brain to cope with the experienced world. The dead reckoning computation, for example, is implemented within the brains of animals as one of the mechanisms that enables them to learn where they are (Gallistel, 1990, 1995). It integrates a velocity signal with respect to a time signal. Thus, the manner in which position and velocity relate to one another in the world is reflected in the manner in which signals representing those variables are processed in the brain. I use principles of information theory and Bayesian inference to derive from other simple principles explanations for: (1) the failure of partial reinforcement to increase reinforcements to acquisition; (2) the partial reinforcement extinction effect; (3) spontaneous recovery; (4) renewal; (5) reinstatement; (6) resurgence (aka facilitated reacquisition). Like the principle underlying dead-reckoning, these principles are grounded in analytic considerations. They are the kind of enduring truths about the world that are likely to have shaped the brain's computations. Copyright © 2012 Elsevier B.V. All rights reserved.

Teaching One Thing at a Time or Several Things Together?--Teachers Changing Their Way of Handling the Object of Learning by Being Engaged in a Theory-Based Professional Learning Community in Mathematics and Science

ERIC Educational Resources Information Center

Kullberg, Angelika; Runesson, Ulla; Marton, Ference; Vikström, Anna; Nilsson, Pernilla; Mårtensson, Pernilla; Häggström, Johan

2016-01-01

Twelve lower secondary schoolteachers in mathematics and science were asked to teach a topic of their choice during a lesson that was video-recorded. We were able to analyse 10 of the cases and we found that all of them were similar in one respect: concepts and principles were introduced one at a time, each one followed by examples of the concept…

Problem Based Learning (PBL) - An Effective Approach to Improve Learning Outcomes in Medical Teaching.

PubMed

Preeti, Bajaj; Ashish, Ahuja; Shriram, Gosavi

2013-12-01

As the "Science of Medicine" is getting advanced day-by-day, need for better pedagogies & learning techniques are imperative. Problem Based Learning (PBL) is an effective way of delivering medical education in a coherent, integrated & focused manner. It has several advantages over conventional and age-old teaching methods of routine. It is based on principles of adult learning theory, including student's motivation, encouragement to set goals, think critically about decision making in day-to-day operations. Above all these, it stimulates challenge acceptance and learning curiosity among students and creates pragmatic educational program. To measure the effectiveness of the "Problem Based Learning" as compared to conventional theory/didactic lectures based learning. The study was conducted on 72 medical students from Dayanand Medical College & Hospital, Ludhiana. Two modules of problem based sessions designed and delivered. Pre & Post-test score's scientific statistical analysis was done. Student feed-back received based on questionnaire in the five-point Likert scale format. Significant improvement in overall performance observed. Feedback revealed majority agreement that "Problem-based learning" helped them create interest (88.8 %), better understanding (86%) & promotes self-directed subject learning (91.6 %). Substantial improvement in the post-test scores clearly reveals acceptance of PBL over conventional learning. PBL ensures better practical learning, ability to create interest, subject understanding. It is a modern-day educational strategy, an effective tool to objectively improve the knowledge acquisition in Medical Teaching.

Understanding the Role of Neuroscience in Brain Based Products: A Guide for Educators and Consumers

ERIC Educational Resources Information Center

Sylvan, Lesley J.; Christodoulou, Joanna A.

2010-01-01

The term "brain" based is often used to describe learning theories, principles, and products. Although there have been calls urging educators to be cautious in interpreting and using such material, consumers may find it challenging to understand the role of the brain and to discriminate among brain based products to determine which would be…

"It Is through Others That We Become Ourselves": A Study of Vygotskian Play in Russian and Irish Schools

ERIC Educational Resources Information Center

Murphy, Colette; Doherty, Andrea; Kerr, Karen

2016-01-01

Fifty years after publishing his seminal work on play and its role in child development, Vygotskian theory is still highly influential in education, and particularly in early years. This paper presents two examples of full integration of Vygotskian principles into schools in two very different settings. Both report improvements in learning and in…

A Passion for Learning: The Theory and Practice of Optimal Match at the University of Washington

ERIC Educational Resources Information Center

Noble, Kathleen D.; Childers, Sarah A.

2008-01-01

Early entrance from secondary school to university, based on the principle of optimal match, is a rare but highly effective educational strategy for many gifted students. The University of Washington offers two early entrance options for gifted adolescents: the Early Entrance Program for students prior to age 15, and the UW Academy for Young…

Students' Conceptual Knowledge of Limits in Calculus: A Two-Part Constructivist Case Study

ERIC Educational Resources Information Center

Adams, Margaret Smolinka

2013-01-01

This case study investigated students' conceptual knowledge of limits in calculus by implementing semi-structured interviews. The constructivist learning principles of Piaget and Inhelder as well as theories of understanding by Skemp guided the study. In Phase I, a pilot study was conducted with 15 students from a Calculus III class. By using…

How Education for Sustainable Development Is Implemented in Germany: Looking through the Lens of Educational Governance Theory

ERIC Educational Resources Information Center

Bormann, Inka; Nikel, Jutta

2017-01-01

The United Nations (UN) Decade of Education for Sustainable Development (ESD) aimed to integrate the principles, values and practices of sustainable development into all aspects of education and learning around the world. The authors of this article address the implementation process of ESD in Germany during the UN Decade (2005-2014). By…

Birth of an abstraction: a dynamical systems account of the discovery of an elsewhere principle in a category learning task.

PubMed

Tabor, Whitney; Cho, Pyeong W; Dankowicz, Harry

2013-01-01

Human participants and recurrent ("connectionist") neural networks were both trained on a categorization system abstractly similar to natural language systems involving irregular ("strong") classes and a default class. Both the humans and the networks exhibited staged learning and a generalization pattern reminiscent of the Elsewhere Condition (Kiparsky, 1973). Previous connectionist accounts of related phenomena have often been vague about the nature of the networks' encoding systems. We analyzed our network using dynamical systems theory, revealing topological and geometric properties that can be directly compared with the mechanisms of non-connectionist, rule-based accounts. The results reveal that the networks "contain" structures related to mechanisms posited by rule-based models, partly vindicating the insights of these models. On the other hand, they support the one mechanism (OM), as opposed to the more than one mechanism (MOM), view of symbolic abstraction by showing how the appearance of MOM behavior can arise emergently from one underlying set of principles. The key new contribution of this study is to show that dynamical systems theory can allow us to explicitly characterize the relationship between the two perspectives in implemented models. © 2013 Cognitive Science Society, Inc.

Log In to Experiential Learning Theory: Supporting Web-Based Faculty Development.

PubMed

Omer, Selma; Choi, Sunhea; Brien, Sarah; Parry, Marcus

2017-09-27

For an increasingly busy and geographically dispersed faculty, the Faculty of Medicine at the University of Southampton, United Kingdom, developed a range of Web-based faculty development modules, based on Kolb's experiential learning cycle, to complement the faculty's face-to-face workshops. The objective of this study was to assess users' views and perceptions of the effectiveness of Web-based faculty development modules based on Kolb's experiential learning cycle. We explored (1) users' satisfaction with the modules, (2) whether Kolb's design framework supported users' learning, and (3) whether the design principle impacts their work as educators. We gathered data from users over a 3-year period using evaluation surveys built into each of the seven modules. Quantitative data were analyzed using descriptive statistics, and responses to open-ended questions were analyzed using content analysis. Out of the 409 module users, 283 completed the survey (69.1% response rate). Over 80% of the users reported being satisfied or very satisfied with seven individual aspects of the modules. The findings suggest a strong synergy between the design features that users rated most highly and the key stages of Kolb's learning cycle. The use of simulations and videos to give the users an initial experience as well as the opportunity to "Have a go" and receive feedback in a safe environment were both considered particularly useful. In addition to providing an opportunity for reflection, many participants considered that the modules would enhance their roles as educators through: increasing their knowledge on various education topics and the required standards for medical training, and improving their skills in teaching and assessing students through practice and feedback and ultimately increasing their confidence. Kolb's theory-based design principle used for Web-based faculty development can support faculty to improve their skills and has impact on their role as educators. Grounding Web-based training in learning theory offers an effective and flexible approach for faculty development. ©Selma Omer, Sunhea Choi, Sarah Brien, Marcus Parry. Originally published in JMIR Medical Education (http://mededu.jmir.org), 27.09.2017.

What can ecosystems learn? Expanding evolutionary ecology with learning theory.

PubMed

Power, Daniel A; Watson, Richard A; Szathmáry, Eörs; Mills, Rob; Powers, Simon T; Doncaster, C Patrick; Czapp, Błażej

2015-12-08

The structure and organisation of ecological interactions within an ecosystem is modified by the evolution and coevolution of the individual species it contains. Understanding how historical conditions have shaped this architecture is vital for understanding system responses to change at scales from the microbial upwards. However, in the absence of a group selection process, the collective behaviours and ecosystem functions exhibited by the whole community cannot be organised or adapted in a Darwinian sense. A long-standing open question thus persists: Are there alternative organising principles that enable us to understand and predict how the coevolution of the component species creates and maintains complex collective behaviours exhibited by the ecosystem as a whole? Here we answer this question by incorporating principles from connectionist learning, a previously unrelated discipline already using well-developed theories on how emergent behaviours arise in simple networks. Specifically, we show conditions where natural selection on ecological interactions is functionally equivalent to a simple type of connectionist learning, 'unsupervised learning', well-known in neural-network models of cognitive systems to produce many non-trivial collective behaviours. Accordingly, we find that a community can self-organise in a well-defined and non-trivial sense without selection at the community level; its organisation can be conditioned by past experience in the same sense as connectionist learning models habituate to stimuli. This conditioning drives the community to form a distributed ecological memory of multiple past states, causing the community to: a) converge to these states from any random initial composition; b) accurately restore historical compositions from small fragments; c) recover a state composition following disturbance; and d) to correctly classify ambiguous initial compositions according to their similarity to learned compositions. We examine how the formation of alternative stable states alters the community's response to changing environmental forcing, and we identify conditions under which the ecosystem exhibits hysteresis with potential for catastrophic regime shifts. This work highlights the potential of connectionist theory to expand our understanding of evo-eco dynamics and collective ecological behaviours. Within this framework we find that, despite not being a Darwinian unit, ecological communities can behave like connectionist learning systems, creating internal conditions that habituate to past environmental conditions and actively recalling those conditions.

Teaching & Learning Tips 1: Teaching perspectives - an introduction.

PubMed

Rana, Jasmine; Burgin, Susan

2017-11-01

Challenge: Clinical and research responsibilities often leave little or no time to plan thoughtful teaching encounters with trainees. This "Teaching & Learning Tips" series is designed to be an accessible guide for dermatologists who want to improve their teaching skills. It is comprised of 12 articles about how to enhance teaching in various settings informed by research about how people learn and expert-derived or data-driven best practices for teaching. The series begins with a review of principles to optimize learning in any setting, including cognitive load theory, active learning strategies, and the impact of motivation and emotion on learning. It transitions into a practical "how to" guide format for common teaching scenarios in dermatology, such as lecturing, case-based teaching, and teaching procedures, among others. Herein, we kickoff the series by unpacking assumptions about teaching and learning. What does it mean to teach and learn? © 2017 The International Society of Dermatology.

Evolving models for medical physics education and training: a global perspective.

PubMed

Sprawls, P

2008-01-01

There is a significant need for high-quality medical physics education and training in all countries to support effective and safe use of modern medical technology for both diagnostic and treatment purposes. This is, and will continue to be, achieved using appropriate technology to increase both the effectiveness and efficiency of educational activities everywhere in the world. While the applications of technology to education and training are relatively new, the successful applications are based on theories and principles of the learning process developed by two pioneers in the field, Robert Gagne and Edgar Dale.The work of Gagne defines the different levels of learning that can occur and is used to show the types and levels of learning that are required for the application of physics and engineering principles to achieve appropriate diagnostic and therapeutic results from modern technology. The learning outcomes are determined by the effectiveness of the learning activity or experience. The extensive work of Dale as formulated in his Cone of Experience relates the effectiveness to the efficiency of educational activities. A major challenge in education is the development and conduction of learning activities (classroom discussions, laboratory and applied experiences, individual study, etc) that provide an optimum balance between effectiveness and efficiency. New and evolving models of the educational process use technology as the infrastructure to support education that is both more effective and efficient.The goal is to use technology to enhance human performance for both learners (students) and learning facilitators (teachers). A major contribution to global education is the trend in the development of shared educational resources. Two models of programs to support this effort with open and free shared resources are Physical Principles of Medical Imaging Online (http://www.sprawls.org/resources) and AAPM Continuing Education Courses (http://www.aapm.org/international).

Evolving models for medical physics education and training: a global perspective

PubMed Central

Sprawls, P

2008-01-01

There is a significant need for high-quality medical physics education and training in all countries to support effective and safe use of modern medical technology for both diagnostic and treatment purposes. This is, and will continue to be, achieved using appropriate technology to increase both the effectiveness and efficiency of educational activities everywhere in the world. While the applications of technology to education and training are relatively new, the successful applications are based on theories and principles of the learning process developed by two pioneers in the field, Robert Gagne and Edgar Dale. The work of Gagne defines the different levels of learning that can occur and is used to show the types and levels of learning that are required for the application of physics and engineering principles to achieve appropriate diagnostic and therapeutic results from modern technology. The learning outcomes are determined by the effectiveness of the learning activity or experience. The extensive work of Dale as formulated in his Cone of Experience relates the effectiveness to the efficiency of educational activities. A major challenge in education is the development and conduction of learning activities (classroom discussions, laboratory and applied experiences, individual study, etc) that provide an optimum balance between effectiveness and efficiency. New and evolving models of the educational process use technology as the infrastructure to support education that is both more effective and efficient. The goal is to use technology to enhance human performance for both learners (students) and learning facilitators (teachers). A major contribution to global education is the trend in the development of shared educational resources. Two models of programs to support this effort with open and free shared resources are Physical Principles of Medical Imaging Online (http://www.sprawls.org/resources) and AAPM Continuing Education Courses (http://www.aapm.org/international). PMID:21614309

“Teach to Goal”: Theory and Design Principles of an Intervention to Improve Heart Failure Self-Management Skills of Patients with Low Health Literacy

PubMed Central

BAKER, DAVID W.; DeWALT, DARREN A.; SCHILLINGER, DEAN; HAWK, VICTORIA; RUO, BERNICE; BIBBINS-DOMINGO, KIRSTEN; WEINBERGER, MORRIS; MACABASCO-O'CONNELL, AURELIA; PIGNONE, MICHAEL

2012-01-01

Self-management is vital for achieving optimal health outcomes for patients with heart failure (HF). We sought to develop an intervention to improve self-management skills and behaviors for patients with HF, especially those with low health literacy. Individuals with low health literacy have difficulty reading and understanding written information and comprehending numerical information and performing calculations, and they tend to have worse baseline knowledge, short-term memory, and working memory compared to individuals with higher health literacy. This paper describes theoretical models that suggest methods to improve the design of educational curricula and programs for low literate audiences, including cognitive load theory and learning mastery theory. We also outline the practical guiding principles for designing our intervention, which includes a multi-session educational strategy that teaches patients self-care skills until they reach behavioral goals (“Teach to Goal”). Ourintervention strategy is being tested in a randomized controlled trial to determine if it is superior to a single-session brief educational intervention for reducing hospitalization and death. If this trial shows that the “Teach to Goal” approach is superior, this would support the value of incorporating these design principles into educational interventions for other diseases. PMID:21951244

Learning crisis resource management: Practicing versus an observational role in simulation training - a randomized controlled trial.

PubMed

Lai, Anita; Haligua, Alexis; Dylan Bould, M; Everett, Tobias; Gale, Mark; Pigford, Ashlee-Ann; Boet, Sylvain

2016-08-01

Simulation training has been shown to be an effective way to teach crisis resource management (CRM) skills. Deliberate practice theory states that learners need to actively practice so that learning is effective. However, many residency programs have limited opportunities for learners to be "active" participants in simulation exercises. This study compares the effectiveness of learning CRM skills when being an active participant versus being an observer participant in simulation followed by a debriefing. Participants were randomized to two groups: active or observer. Active participants managed a simulated crisis scenario (pre-test) while paired observer participants viewed the scenario via video transmission. Then, a trained instructor debriefed participants on CRM principles. On the same day, each participant individually managed another simulated crisis scenario (post-test) and completed a post-test questionnaire. Two independent, blinded raters evaluated all videos using the Ottawa Global Rating Scale (GRS). Thirty-nine residents were included in the analysis. Normally distributed data were analyzed using paired and unpaired t-tests. Inter-rater reliability was 0.64. Active participants significantly improved from pre-test to post-test (P=0.015). There was no significant difference between the post-test performance of active participants compared to observer participants (P=0.12). We found that learning CRM principles was not superior when learners were active participants compared to being observers followed by debriefing. These findings challenge the deliberate practice theory claiming that learning requires active practice. Assigning residents as observers in simulation training and involving them in debriefing is still beneficial. Copyright © 2016 Société française d'anesthésie et de réanimation (Sfar). Published by Elsevier Masson SAS. All rights reserved.

Online Scholarly Conversations in General Education Astronomy Courses

NASA Astrophysics Data System (ADS)

Cai, Qijie; Wong, Ka-Wah

2018-01-01

In general education astronomy courses, many students are struggling with understanding the foundational concepts and theories in astronomy. One of the possible reasons is that, due the large class size, many of the courses are taught using a lecture mode, where human interactions and active learning are limited (Freeman et al., 2014). To address this challenge, we have applied the knowledge building framework (Scardamalia & Bereiter, 2006) to design an online collaborative learning component, called Scholarly Conversations, to be integrated into a general education astronomy course at a public, comprehensive university.During Scholarly Conversations, students are treated as scholars to advance knowledge frontiers (Scardamalia & Bereiter, 2006). The whole process involves the creation of new ideas and requires discourse and collective work for the advancement and creation of artifacts, such as theories and models (van Aalst, 2009). Based on the knowledge building principles (Scardamalia, 2002; Zhang, Scardamalia, Reeve, & Messina, 2009), several features have been built into Scholarly Conversations so that students are guided to deepen understanding of the astronomy concepts through three phases: knowledge sharing, knowledge construction and knowledge building, and reflections on learning growth (van Aalst, 2009; Cai, 2017). The online Scholarly Conversation is an extension of the lecture component of the general education astronomy course. It promotes student interactions and collaborative learning, and provides scaffolds for students to construct meanings of the essential concepts in astronomy through social learning and online technology. In this presentation, we will explain the specific design principles of the online Scholarly Conversation, and share the artifacts created to facilitate the online conversations in an general education astronomy course.Note: This project has been supported by the College of Education Research Grant Program at Minnesota State University, Mankato.

Hand Rim Wheelchair Propulsion Training Using Biomechanical Real-Time Visual Feedback Based on Motor Learning Theory Principles

PubMed Central

Rice, Ian; Gagnon, Dany; Gallagher, Jere; Boninger, Michael

2010-01-01

Background/Objective: As considerable progress has been made in laboratory-based assessment of manual wheelchair propulsion biomechanics, the necessity to translate this knowledge into new clinical tools and treatment programs becomes imperative. The objective of this study was to describe the development of a manual wheelchair propulsion training program aimed to promote the development of an efficient propulsion technique among long-term manual wheelchair users. Methods: Motor learning theory principles were applied to the design of biomechanical feedback-based learning software, which allows for random discontinuous real-time visual presentation of key spatio-temporal and kinetic parameters. This software was used to train a long-term wheelchair user on a dynamometer during 3 low-intensity wheelchair propulsion training sessions over a 3-week period. Biomechanical measures were recorded with a SmartWheel during over ground propulsion on a 50-m level tile surface at baseline and 3 months after baseline. Results: Training software was refined and administered to a participant who was able to improve his propulsion technique by increasing contact angle while simultaneously reducing stroke cadence, mean resultant force, peak and mean moment out of plane, and peak rate of rise of force applied to the pushrim after training. Conclusions: The proposed propulsion training protocol may lead to favorable changes in manual wheelchair propulsion technique. These changes could limit or prevent upper limb injuries among manual wheelchair users. In addition, many of the motor learning theory–based techniques examined in this study could be applied to training individuals in various stages of rehabilitation to optimize propulsion early on. PMID:20397442

Principles and Practices Fostering Inclusive Excellence: Lessons from the Howard Hughes Medical Institute’s Capstone Institutions

PubMed Central

DiBartolo, Patricia Marten; Gregg-Jolly, Leslie; Gross, Deborah; Manduca, Cathryn A.; Iverson, Ellen; Cooke, David B.; Davis, Gregory K.; Davidson, Cameron; Hertz, Paul E.; Hibbard, Lisa; Ireland, Shubha K.; Mader, Catherine; Pai, Aditi; Raps, Shirley; Siwicki, Kathleen; Swartz, Jim E.

2016-01-01

Best-practices pedagogy in science, technology, engineering, and mathematics (STEM) aims for inclusive excellence that fosters student persistence. This paper describes principles of inclusivity across 11 primarily undergraduate institutions designated as Capstone Awardees in Howard Hughes Medical Institute’s (HHMI) 2012 competition. The Capstones represent a range of institutional missions, student profiles, and geographical locations. Each successfully directed activities toward persistence of STEM students, especially those from traditionally underrepresented groups, through a set of common elements: mentoring programs to build community; research experiences to strengthen scientific skill/identity; attention to quantitative skills; and outreach/bridge programs to broaden the student pool. This paper grounds these program elements in learning theory, emphasizing their essential principles with examples of how they were implemented within institutional contexts. We also describe common assessment approaches that in many cases informed programming and created traction for stakeholder buy-in. The lessons learned from our shared experiences in pursuit of inclusive excellence, including the resources housed on our companion website, can inform others’ efforts to increase access to and persistence in STEM in higher education. PMID:27562960

Shape dynamics and Mach's principles: Gravity from conformal geometrodynamics

NASA Astrophysics Data System (ADS)

Gryb, Sean

2012-04-01

In this PhD thesis, we develop a new approach to classical gravity starting from Mach's principles and the idea that the local shape of spatial configurations is fundamental. This new theory, "shape dynamics", is equivalent to general relativity but differs in an important respect: shape dynamics is a theory of dynamic conformal 3-geometry, not a theory of spacetime. Equivalence is achieved by trading foliation invariance for local conformal invariance (up to a global scale). After the trading, what is left is a gauge theory invariant under 3d diffeomorphisms and conformal transformations that preserve the volume of space. The local canonical constraints are linear and the constraint algebra closes with structure constants. Shape dynamics, thus, provides a novel new starting point for quantum gravity. The procedure for the trading of symmetries was inspired by a technique called "best matching". We explain best matching and its relation to Mach's principles. The key features of best matching are illustrated through finite dimensional toy models. A general picture is then established where relational theories are treated as gauge theories on configuration space. Shape dynamics is then constructed by applying best matching to conformal geometry. We then study shape dynamics in more detail by computing its Hamiltonian and Hamilton-Jacobi functional perturbatively. This thesis is intended as a pedagogical but complete introduction to shape dynamics and the Machian ideas that led to its discovery. The reader is encouraged to start with the introduction, which gives a conceptual outline and links to the relevant sections in the text for a more rigorous exposition. When full rigor is lacking, references to the literature are given. It is hoped that this thesis may provide a starting point for anyone interested in learning about shape dynamics.

General practitioners learning qualitative research: A case study of postgraduate education.

PubMed

Hepworth, Julie; Kay, Margaret

2015-10-01

Qualitative research is increasingly being recognised as a vital aspect of primary healthcare research. Teaching and learning how to conduct qualitative research is especially important for general practitioners and other clinicians in the professional educational setting. This article examines a case study of postgraduate professional education in qualitative research for clinicians, for the purpose of enabling a robust discussion around teaching and learning in medicine and the health sciences. A series of three workshops was delivered for primary healthcare academics. The workshops were evaluated using a quantitative survey and qualitative free-text responses to enable descriptive analyses. Participants found qualitative philosophy and theory the most difficult areas to engage with, and learning qualitative coding and analysis was considered the easiest to learn. Key elements for successful teaching were identified, including the use of adult learning principles, the value of an experienced facilitator and an awareness of the impact of clinical subcultures on learning.

The neuroscience of learning: beyond the Hebbian synapse.

PubMed

Gallistel, C R; Matzel, Louis D

2013-01-01

From the traditional perspective of associative learning theory, the hypothesis linking modifications of synaptic transmission to learning and memory is plausible. It is less so from an information-processing perspective, in which learning is mediated by computations that make implicit commitments to physical and mathematical principles governing the domains where domain-specific cognitive mechanisms operate. We compare the properties of associative learning and memory to the properties of long-term potentiation, concluding that the properties of the latter do not explain the fundamental properties of the former. We briefly review the neuroscience of reinforcement learning, emphasizing the representational implications of the neuroscientific findings. We then review more extensively findings that confirm the existence of complex computations in three information-processing domains: probabilistic inference, the representation of uncertainty, and the representation of space. We argue for a change in the conceptual framework within which neuroscientists approach the study of learning mechanisms in the brain.

An integrated system for interactive continuous learning of categorical knowledge

NASA Astrophysics Data System (ADS)

Skočaj, Danijel; Vrečko, Alen; Mahnič, Marko; Janíček, Miroslav; Kruijff, Geert-Jan M.; Hanheide, Marc; Hawes, Nick; Wyatt, Jeremy L.; Keller, Thomas; Zhou, Kai; Zillich, Michael; Kristan, Matej

2016-09-01

This article presents an integrated robot system capable of interactive learning in dialogue with a human. Such a system needs to have several competencies and must be able to process different types of representations. In this article, we describe a collection of mechanisms that enable integration of heterogeneous competencies in a principled way. Central to our design is the creation of beliefs from visual and linguistic information, and the use of these beliefs for planning system behaviour to satisfy internal drives. The system is able to detect gaps in its knowledge and to plan and execute actions that provide information needed to fill these gaps. We propose a hierarchy of mechanisms which are capable of engaging in different kinds of learning interactions, e.g. those initiated by a tutor or by the system itself. We present the theory these mechanisms are build upon and an instantiation of this theory in the form of an integrated robot system. We demonstrate the operation of the system in the case of learning conceptual models of objects and their visual properties.

Implicit preferences: the role(s) of familiarity in the structural mere exposure effect.

PubMed

Zizak, Diane M; Reber, Arthur S

2004-06-01

In four experiments using an artificial grammar (AG) learning procedure, the authors examined the links between the "classic" mere exposure effect [heightened affect for previously encountered stimulus items (Bornstein, 1989; Zajonc, 1968)] and the "structural" mere exposure effect [greater hedonic appreciation for novel stimuli that conform to an implicitly acquired underlying rule system (Gordon & Holyoak, 1983)]. After learning, participants: (a) classified stimuli according to whether they conformed to the principles of the grammar and, (b) rated them in terms of how much they liked them. In some experiments unusual and unfamiliar symbols were used to instantiate the AG, in others highly familiar characters were used. In all cases participants showed standard AG learning. However, whether the two exposure effects emerged was dependent on symbol familiarity. Symbols with high a priori familiarity produced a structural mere exposure effect. Moderately familiar symbols produced only the classic, but not the structural, mere exposure effect. Highly unfamiliar symbols produced neither exposure effect. Results are discussed in the context of implicit learning theory and implications for a general theory of aesthetics are presented.

Goals, Principles, and Practices for Community-Based Adult Education through the Lens of a Hatcher-Assagioli Synthesis

ERIC Educational Resources Information Center

Ayvazian, Andrea S.

2012-01-01

This study examines how adult education can facilitate learning towards the full realization of human potential. It synthesizes two theories of human development, and applies this to the practice of community-based adult education carried out by trained facilitators who do not have formal degrees in the field of mental health. The first part of…

How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE guide No. 59.

PubMed

Ten Cate, Th J; Kusurkar, Rashmi A; Williams, Geoffrey C

2011-01-01

Self-determination Theory (SDT), designed by Edward Deci and Richard Ryan, serves among the current major motivational theories in psychology. SDT research has been conducted in many areas, among which are education and health care, but its applications in medical education are rare. The potential of SDT to help understand processes in medical education justifies this Guide. SDT is explained in seven principles, one of which is the distinction of three innate psychological needs of human beings: for competence, for autonomy and for relatedness. Further, SDT elaborates how humans tend to internalise regulation of behaviour that initially has been external, in order to develop autonomous, self-determined behaviour. Implications of SDT for medical education are discussed with reference to preparation and selection, curriculum structure, classroom teaching, assessments and examinations, self-directed learning, clinical teaching, students as teachers and researchers, continuing professional development, faculty development and stress among trainees.

A case study in experiential learning: pharmaceutical cold chain management on wheels.

PubMed

Vesper, James; Kartoglu, Ümit; Bishara, Rafik; Reeves, Thomas

2010-01-01

People who handle and regulate temperature-sensitive pharmaceutical products require the knowledge and skills to ensure those products maintain quality, integrity, safety, and efficacy throughout their shelf life. People best acquire such knowledge and skills through "experiential learning" that involves working with other learners and experts. The World Health Organization developed a weeklong experiential learning event for participants so they could gain experience in how temperature-sensitive products are handled, stored, and distributed throughout the length of the distribution supply chain system. This experiential learning method enabled participants to visit, critically observe, discuss and report on the various components of the cold chain process. An emphasis was placed on team members working together to learn from one another and on several global expert mentors who were available to guide the learning, share their experiences, and respond to questions. The learning event, Pharmaceutical Cold Chain Management on Wheels, has been conducted once each year since 2008 in Turkey with participants from the global pharmaceutical industry, health care providers, national regulatory authorities, and suppliers/vendors. Observations made during the course showed that it was consistent with the principles of experiential and social learning theories. Questionnaires and focus groups provided evidence of the value of the learning event and ways to improve it. Reflecting the critical elements derived from experiential and social learning theories, five factors contributed to the success of this unique experiential learning event. These factors may also have relevance in other experiential learning courses and, potentially, for experiential e-learning events.

Patterns of interactions at grade 5 classroom in learning the topic of statistics viewed from cognitive load theory

NASA Astrophysics Data System (ADS)

Setianingsih, R.

2018-01-01

The nature of interactions that occurs among teacher, students, learning sources, and learning environment creates different settings to enhance learning. Any setting created by a teacher is affected by 3 (three) types of cognitive load: intrinsic cognitive load, extraneous cognitive load, and germane cognitive load. This study is qualitative in nature, aims to analyse the patterns of interaction that are constituted in mathematics instructions by taking into account the cognitive load theory. The subjects of this study are 21 fifth-grade students who learn mathematics in small groups and whole-class interactive lessons. The data were collected through classroom observations which were videotaped, while field notes were also taken. The data analysis revealed that students engaged in productive interaction and inquiry while they were learning mathematics in small groups or in whole class setting, in which there was a different type of cognitive load that dominantly affecting the learning processes at each setting. During learning mathematics in whole class setting, the most frequently found interaction patterns were to discuss and compare solution based on self-developed models, followed by expressing opinions. This is consistent with the principles of mathematics learning, which gives students wide opportunities to construct mathematical knowledge through individual learning, learning in small groups as well as learning in whole class settings. It means that by participating in interactive learning, the students are habitually engaged in productive interactions and high level of mathematical thinking.

Construction of Virtual-Experiment Systems for Information Science Education

NASA Astrophysics Data System (ADS)

She, Jin-Hua; Amano, Naoki

Practice is very important in education because it not only can stimulate the motivation of learning, but also can deepen the understanding of theory. However, due to the limitations on the time and experiment resources, experiments cannot be simply introduced in every lesson. To make the best use of multimedia technology, this paper designs five virtual experiment systems, which are based on the knowledge of physics at the high-school lever, to improve the effectiveness of teaching data processing. The systems are designed by employing the cognitive theory of multimedia learning and the inner game principle to ensure the easy use and to reduce the cognitive load. The learning process is divided into two stages: the first stage teaches the basic concepts of data processing; and the second stage practices the techniques taught in the first stage and uses them to build a linear model and to carry out estimation. The virtual experiment systems have been tested in an university's data processing course, and have demonstrated their validity.

A delta-rule model of numerical and non-numerical order processing.

PubMed

Verguts, Tom; Van Opstal, Filip

2014-06-01

Numerical and non-numerical order processing share empirical characteristics (distance effect and semantic congruity), but there are also important differences (in size effect and end effect). At the same time, models and theories of numerical and non-numerical order processing developed largely separately. Currently, we combine insights from 2 earlier models to integrate them in a common framework. We argue that the same learning principle underlies numerical and non-numerical orders, but that environmental features determine the empirical differences. Implications for current theories on order processing are pointed out. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Recruitment and Consolidation of Cell Assemblies for Words by Way of Hebbian Learning and Competition in a Multi-Layer Neural Network

PubMed Central

Garagnani, Max; Wennekers, Thomas; Pulvermüller, Friedemann

2009-01-01

Current cognitive theories postulate either localist representations of knowledge or fully overlapping, distributed ones. We use a connectionist model that closely replicates known anatomical properties of the cerebral cortex and neurophysiological principles to show that Hebbian learning in a multi-layer neural network leads to memory traces (cell assemblies) that are both distributed and anatomically distinct. Taking the example of word learning based on action-perception correlation, we document mechanisms underlying the emergence of these assemblies, especially (i) the recruitment of neurons and consolidation of connections defining the kernel of the assembly along with (ii) the pruning of the cell assembly’s halo (consisting of very weakly connected cells). We found that, whereas a learning rule mapping covariance led to significant overlap and merging of assemblies, a neurobiologically grounded synaptic plasticity rule with fixed LTP/LTD thresholds produced minimal overlap and prevented merging, exhibiting competitive learning behaviour. Our results are discussed in light of current theories of language and memory. As simulations with neurobiologically realistic neural networks demonstrate here spontaneous emergence of lexical representations that are both cortically dispersed and anatomically distinct, both localist and distributed cognitive accounts receive partial support. PMID:20396612

Recruitment and Consolidation of Cell Assemblies for Words by Way of Hebbian Learning and Competition in a Multi-Layer Neural Network.

PubMed

Garagnani, Max; Wennekers, Thomas; Pulvermüller, Friedemann

2009-06-01

Current cognitive theories postulate either localist representations of knowledge or fully overlapping, distributed ones. We use a connectionist model that closely replicates known anatomical properties of the cerebral cortex and neurophysiological principles to show that Hebbian learning in a multi-layer neural network leads to memory traces (cell assemblies) that are both distributed and anatomically distinct. Taking the example of word learning based on action-perception correlation, we document mechanisms underlying the emergence of these assemblies, especially (i) the recruitment of neurons and consolidation of connections defining the kernel of the assembly along with (ii) the pruning of the cell assembly's halo (consisting of very weakly connected cells). We found that, whereas a learning rule mapping covariance led to significant overlap and merging of assemblies, a neurobiologically grounded synaptic plasticity rule with fixed LTP/LTD thresholds produced minimal overlap and prevented merging, exhibiting competitive learning behaviour. Our results are discussed in light of current theories of language and memory. As simulations with neurobiologically realistic neural networks demonstrate here spontaneous emergence of lexical representations that are both cortically dispersed and anatomically distinct, both localist and distributed cognitive accounts receive partial support.

Unifying the field: developing an integrative paradigm for behavior therapy.

PubMed

Eifert, G H; Forsyth, J P; Schauss, S L

1993-06-01

The limitations of early conditioning models and treatments have led many behavior therapists to abandon conditioning principles and replace them with loosely defined cognitive theories and treatments. Systematic theory extensions to human behavior, using new concepts and processes derived from and built upon the basic principles, could have prevented the divisive debates over whether psychological dysfunctions are the results of conditioning or cognition and whether they should be treated with conditioning or cognitive techniques. Behavior therapy could also benefit from recent advances in experimental cognitive psychology that provide objective behavioral methods of studying dysfunctional processes. We suggest a unifying paradigm for explaining abnormal behavior that links and integrates different fields of study and processes that are frequently believed to be incompatible or antithetical such as biological vulnerability variables, learned behavioral repertoires, and that also links historical and current antecedents of the problem. An integrative paradigmatic behavioral approach may serve a unifying function in behavior therapy (a) by promoting an understanding of the dysfunctional processes involved in different disorders and (b) by helping clinicians conduct functional analyses that lead to theory-based, individualized, and effective treatments.

Twelve tips for utilizing principles of learning to support medical education.

PubMed

Cutting, Maris F; Saks, Norma Susswein

2012-01-01

Research in the cognitive sciences on learning and memory conducted across a range of domains, settings, and age groups has resulted in the identification and formulation of a set of generic learning principles. These learning principles have proven relevant and applicable to a wide range of learning situations in a variety of settings, and can be useful in supporting medical education. They can provide guidance to medical students for efficient and effective study, and can be helpful to faculty to support instructional planning and decisions relating to curriculum. This article discusses evidence-based principles of learning and their relationship to effective learning, teaching, pedagogy and curriculum development. We reviewed important principles of learning to determine those most relevant to improving medical student learning, guiding faculty toward more effective teaching, and in designing a curriculum. Our analysis has resulted in the articulation of key learning principles and specific strategies that are broadly applicable to medical school learning, teaching, and instructional planning. The twelve tips highlight principles of learning that can be effectively applied in the complex learning environment of medical education.

Learning design in healthcare education.

PubMed

Ellaway, Rachel; Dalziel, James; Dalziel, Bronwen

2008-01-01

Emerging from ongoing work into educational modelling languages, learning design principles and the IMS Learning Design framework provide formal ways to annotate and record educational activities. Once educational activities have been encoded they can be played, replayed, adopted, shared, and analysed, thereby reifying much that is otherwise lost in face-to-face teaching. The use of learning design tools, including the free and open source LAMS system (www.lamsfoundation.org), allow practitioners to experiment with learning design approaches in their own teaching, both in terms of creating and encoding their own designs and playing, adapting and analysing designs from other teachers either from within or outside a particular field or subject area. This paper reviews the key issues associated with designing for learning in the context of healthcare education, some of the themes and approaches already in development or use, and the implications of this approach on the practice and theory of healthcare education.

An examination of conceptual change in undergraduate biology majors while learning science concepts including biological evolution

NASA Astrophysics Data System (ADS)

McQuaide, Glenn G.

2006-12-01

Without adequate understanding of science, we cannot make responsible personal, regional, national, or global decisions about any aspect of life dealing with science. Better understanding how we learn about science can contribute to improving the quality of our educational experiences. Promoting pathways leading to life-long learning and deep understanding in our world should be a goal for all educators. This dissertation project was a phenomenological investigation into undergraduate understanding and acceptance of scientific theories, including biological evolution. Specifically, student descriptions of conceptual change while learning science theory were recorded and analyzed. These qualitative investigations were preceded by a survey that provided a means of selecting students who had a firmer understanding of science theory. Background information and survey data were collected in an undergraduate biology class at a small, Southern Baptist-affiliated liberal arts school located in south central Kentucky. Responses to questions on the MATE (Rutledge and Warden, 1999) instrument were used to screen students for interviews, which investigated the way by which students came to understand and accept scientific theories. This study identifies some ways by which individuals learn complex science theories, including biological evolution. Initial understanding and acceptance often occurs by the conceptual change method described by Posner et al. (1982). Three principle ways by which an individual may reach a level of understanding and acceptance of science theory were documented in this study. They were conceptual change through application of logic and reasoning; conceptual change through modification of religious views; and conceptual change through acceptance of authoritative knowledge. Development of a deeper, richer understanding and acceptance of complex, multi-faceted concepts such as biological evolution occurs in some individuals by means of conceptual enrichment. Conceptual enrichment occurs through addition of new knowledge, and then examining prior knowledge through the perspective of this new knowledge. In the field of science, enrichment reinforces complex concepts when multiple, convergent lines of supporting evidences point to the same rational scientific conclusion.

Teacher Use of Constructivism in High School Science Courses: Perception versus Reality

NASA Astrophysics Data System (ADS)

Williams, Alisha M.

With all of the research devoted to the use and effectiveness of constructivist learning principles in high school science classes, it is somewhat surprising to find that there is very little research devoted to constructivism's use in international settings. The problem that this lack of research poses is that classrooms are increasingly diverse as families are more and more frequently choosing to live in countries that they do not share a cultural background with. This means that there is an increasingly diverse range of cultural norms and expectations within a classroom, both of which are known to affect the effectiveness of learning strategies in general as the students will approach the problems in different ways. The purpose of this study, then, was to begin looking at whether teachers of international classrooms believe in the ideas of constructivism and whether those beliefs translate into classroom practice. A multiple case study approach was used to determine whether the beliefs of seven high school science classroom teachers and one high school administrator are consistent with constructivism and to what extent constructivist learning principles are being used to empower and engage students. The interview data suggested that most of the participants have some beliefs consistent with constructivism but do not fully embrace the learning theory. The observational evidence supported this by failing to provide evidence of constructivist activities in the classrooms. It was concluded that most of the participants in the study do not hold beliefs consistent with constructivism and that they are not using the learning theory to empower and engage students in the learning of science. Recommendations for future study include: exploring why teachers are not using constructivism to empower and engage students; provide training and support to help teachers successfully implement constructivism to engage and empower students; and expanding this study to determine whether the findings are consistent throughout the district.

Learning Experiences and Strategies of Parents of Young Children with Developmental Disabilities: Implications for Rehabilitation Professionals.

PubMed

Hurtubise, Karen; Carpenter, Christine

2017-10-20

To better understand the learning experiences of parents of children with developmental disabilities and the strategies they develop to support their caregiving role. A qualitative secondary analysis of in-depth interviews with parents of children with developmental disability was conducted to better understand parents' learning experiences and the strategies they developed to use this learning in supporting their children. A foundational thematic analysis process was used to identify the main themes, and the interpretive process was influenced by adult education theories. Findings suggest that participants are highly motivated to learn by a need to understand, to do, and to belong. They also demonstrated varying levels of cognitive, affective, and psychomotor learning. Learning style preferences are evident in participants' narratives and in their self-reported learning strategies. Conceptualizing parents, as adult learners, can be helpful in designing clinical interactions and education initiatives. Knowledge of adult learning principles may enable pediatric therapists to better meet the needs of parents and fulfill their information sharing responsibilities.

Toward a Unified Sub-symbolic Computational Theory of Cognition

PubMed Central

Butz, Martin V.

2016-01-01

This paper proposes how various disciplinary theories of cognition may be combined into a unifying, sub-symbolic, computational theory of cognition. The following theories are considered for integration: psychological theories, including the theory of event coding, event segmentation theory, the theory of anticipatory behavioral control, and concept development; artificial intelligence and machine learning theories, including reinforcement learning and generative artificial neural networks; and theories from theoretical and computational neuroscience, including predictive coding and free energy-based inference. In the light of such a potential unification, it is discussed how abstract cognitive, conceptualized knowledge and understanding may be learned from actively gathered sensorimotor experiences. The unification rests on the free energy-based inference principle, which essentially implies that the brain builds a predictive, generative model of its environment. Neural activity-oriented inference causes the continuous adaptation of the currently active predictive encodings. Neural structure-oriented inference causes the longer term adaptation of the developing generative model as a whole. Finally, active inference strives for maintaining internal homeostasis, causing goal-directed motor behavior. To learn abstract, hierarchical encodings, however, it is proposed that free energy-based inference needs to be enhanced with structural priors, which bias cognitive development toward the formation of particular, behaviorally suitable encoding structures. As a result, it is hypothesized how abstract concepts can develop from, and thus how they are structured by and grounded in, sensorimotor experiences. Moreover, it is sketched-out how symbol-like thought can be generated by a temporarily active set of predictive encodings, which constitute a distributed neural attractor in the form of an interactive free-energy minimum. The activated, interactive network attractor essentially characterizes the semantics of a concept or a concept composition, such as an actual or imagined situation in our environment. Temporal successions of attractors then encode unfolding semantics, which may be generated by a behavioral or mental interaction with an actual or imagined situation in our environment. Implications, further predictions, possible verification, and falsifications, as well as potential enhancements into a fully spelled-out unified theory of cognition are discussed at the end of the paper. PMID:27445895

Leadership for the 1970s. Organizational Leadership Tasks for Army Leadership Training

DTIC Science & Technology

1977-05-01

environment, training and development efforts in the leadership / management field become extremely complicated. It is a most difficult--perhaps fruitless...principles theory of learning for the soft skills area, we are not faced with the necessity to list ever task implicit in the leadership / management domain...a monumental undertaking by any standards. This monograph represents an attempt to clarify leadership / management activities within reasonable limits

Digital Game-Based Textbook vs. Traditional Print-Based Textbook: The Effect of Textbook Format on College Students' Engagement with Textbook Content outside of the Classroom

ERIC Educational Resources Information Center

Thomas, Antonio Lamar

2017-01-01

The relatively little amount of time that some college students spend reading their textbooks outside of the classroom presents a significant threat to their academic success. Using Prenksy's (2001) digital game-based learning (DGBL) principles and Astin's student involvement theory as frameworks, the purpose of this true experiment was to…

A Comparison of Correctional Adult Educators and Formal Adult Educators in Terms of Their Expressed Beliefs in the Collaborative Teaching Mode. Theory and Methods of Adult Education.

ERIC Educational Resources Information Center

Sua, Dangbe Wuo

A study compared correctional adult educators and formal adult educators in terms of their expressed beliefs in the collaborative teaching mode as measured by the Principles of Adult Learning Scale. The sample consisted of 8 correctional adult educators from the Lake Correctional Institution and 10 adult education teachers from the Manatee Area…

Characterizing water-metal interfaces and machine learning potential energy surfaces

NASA Astrophysics Data System (ADS)

Ryczko, Kevin

In this thesis, we first discuss the fundamentals of ab initio electronic structure theory and density functional theory (DFT). We also discuss statistics related to computing thermodynamic averages of molecular dynamics (MD). We then use this theory to analyze and compare the structural, dynamical, and electronic properties of liquid water next to prototypical metals including platinum, graphite, and graphene. Our results are built on Born-Oppenheimer molecular dynamics (BOMD) generated using density functional theory (DFT) which explicitly include van der Waals (vdW) interactions within a first principles approach. All calculations reported use large simulation cells, allowing for an accurate treatment of the water-electrode interfaces. We have included vdW interactions through the use of the optB86b-vdW exchange correlation functional. Comparisons with the Perdew-Burke-Ernzerhof (PBE) exchange correlation functional are also shown. We find an initial peak, due to chemisorption, in the density profile of the liquid water-Pt interface not seen in the liquid water-graphite interface, liquid watergraphene interface, nor interfaces studied previously. To further investigate this chemisorption peak, we also report differences in the electronic structure of single water molecules on both Pt and graphite surfaces. We find that a covalent bond forms between the single water molecule and the platinum surface, but not between the single water molecule and the graphite surface. We also discuss the effects that defects and dopants in the graphite and graphene surfaces have on the structure and dynamics of liquid water. Lastly, we introduce artificial neural networks (ANNs), and demonstrate how they can be used to machine learn electronic structure calculations. As a proof of principle, we show the success of an ANN potential energy surfaces for a dimer molecule with a Lennard-Jones potential.

Managing clinical education through understanding key principles.

PubMed

Cunningham, Joanne; Wright, Caroline; Baird, Marilyn

2015-01-01

Traditionally, a practicum facilitated the integration of on-campus learning and practical workplace training. Over the past 3 decades, an educative practicum has evolved that promotes clinical reasoning, including analytical and evaluative abilities, through reflective practice. Anecdotal evidence indicates that the delivery of clinical education within medical radiation science entry-level programs continues to vacillate between traditional practicums and the new reflective practicums. To review the literature about clinical education within the medical radiation sciences and identify key principles for practitioners seeking to reflect upon and improve their approach to teaching and supporting students in the clinical environment. A search of 3 major journal databases, Internet searches, and hand searches of reference lists were conducted to identify literature about clinical education in the medical radiation sciences from January 1, 2000, to December 31, 2012. Twenty-two studies were included in this review. The 5 key elements associated with clinical education include the clinical support model and quality, overcoming the theory-practice gap, learning outcomes and reliable and valid assessment, preparing and supporting students, and accommodating differing teaching and learning needs. Many factors influence the quality of clinical education, including the culture of the clinical environment and clinical leadership roles. Several approaches can help students bridge the theory-practice gap, including simulators, role-playing activities, and reflective journals. In addition, clinical educators should use assessment strategies that objectively measure student progress, and they should be positive role models for their students. The successful clinical education of students in the medical radiation sciences depends upon the systems, structures, and people in the clinical environment. Clinical education is accomplished through the collaborative efforts of the clinical practitioner, the academic, and the student. Universities should include introductory material on clinical learning and teaching in their radiologic science curriculum.

Design principles for achieving integrated healthcare information systems.

PubMed

Jensen, Tina Blegind

2013-03-01

Achieving integrated healthcare information systems has become a common goal for many countries in their pursuit of obtaining coordinated and comprehensive healthcare services. This article focuses on how a small local project termed 'Standardized pull of patient data' expanded and is now used on a large scale providing a majority of hospitals, general practitioners and citizens across Denmark with the possibility of accessing healthcare data from different electronic patient record systems and other systems. I build on design theory for information infrastructures, as presented by Hanseth and Lyytinen, to examine the design principles that facilitated this smallscale project to expand and become widespread. As a result of my findings, I outline three lessons learned that emphasize: (i) principles of flexibility, (ii) expansion from the installed base through modular strategies and (iii) identification of key healthcare actors to provide them with immediate benefits.

Pedagogical Affordances of Multiple External Representations in Scientific Processes

NASA Astrophysics Data System (ADS)

Wu, Hsin-Kai; Puntambekar, Sadhana

2012-12-01

Multiple external representations (MERs) have been widely used in science teaching and learning. Theories such as dual coding theory and cognitive flexibility theory have been developed to explain why the use of MERs is beneficial to learning, but they do not provide much information on pedagogical issues such as how and in what conditions MERs could be introduced and used to support students' engagement in scientific processes and develop competent scientific practices (e.g., asking questions, planning investigations, and analyzing data). Additionally, little is understood about complex interactions among scientific processes and affordances of MERs. Therefore, this article focuses on pedagogical affordances of MERs in learning environments that engage students in various scientific processes. By reviewing literature in science education and cognitive psychology and integrating multiple perspectives, this article aims at exploring (1) how MERs can be integrated with science processes due to their different affordances, and (2) how student learning with MERs can be scaffolded, especially in a classroom situation. We argue that pairing representations and scientific processes in a principled way based on the affordances of the representations and the goals of the activities is a powerful way to use MERs in science education. Finally, we outline types of scaffolding that could help effective use of MERs including dynamic linking, model progression, support in instructional materials, teacher support, and active engagement.

Psychometric Principles in Measurement for Geoscience Education Research: A Climate Change Example

NASA Astrophysics Data System (ADS)

Libarkin, J. C.; Gold, A. U.; Harris, S. E.; McNeal, K.; Bowles, R.

2015-12-01

Understanding learning in geoscience classrooms requires that we use valid and reliable instruments aligned with intended learning outcomes. Nearly one hundred instruments assessing conceptual understanding in undergraduate science and engineering classrooms (often called concept inventories) have been published and are actively being used to investigate learning. The techniques used to develop these instruments vary widely, often with little attention to psychometric principles of measurement. This paper will discuss the importance of using psychometric principles to design, evaluate, and revise research instruments, with particular attention to the validity and reliability steps that must be undertaken to ensure that research instruments are providing meaningful measurement. An example from a climate change inventory developed by the authors will be used to exemplify the importance of validity and reliability, including the value of item response theory for instrument development. A 24-item instrument was developed based on published items, conceptions research, and instructor experience. Rasch analysis of over 1000 responses provided evidence for the removal of 5 items for misfit and one item for potential bias as measured via differential item functioning. The resulting 18-item instrument can be considered a valid and reliable measure based on pre- and post-implementation metrics. Consideration of the relationship between respondent demographics and concept inventory scores provides unique insight into the relationship between gender, religiosity, values and climate change understanding.

Promoting learning transfer in post registration education: a collaborative approach.

PubMed

Finn, Frances L; Fensom, Sue A; Chesser-Smyth, Patricia

2010-01-01

Pre-registration nurse education in Ireland became a four year undergraduate honors degree programme in 2002 (Government of Ireland, 2000. The Nursing Education Forum Report. Dublin, Dublin Stationary Office.). Consequently, the Irish Government invested significant resources in post registration nursing education in order to align certificate and diploma trained nurses with the qualification levels of new graduates. However, a general concern amongst academic and clinical staff in the South East of Ireland was that there was limited impact of this initiative on practice. These concerns were addressed through a collaborative approach to the development and implementation of a new part-time post registration degree that incorporated an enquiry and practice based learning philosophy. The principles of learning transfer (Ford, K., 1994. Defining transfer of learning the meaning is in the answers. Adult Learning 5 (4), p. 2214.) underpinned the curriculum development and implementation process with the goal of reducing the theory practice gap. This paper reports on all four stages of the curriculum development process: exploration, design, implementation and evaluation (Quinn, F.M., 2002. Principles and Practices of Nurse Education, fourth ed. Nelson Thornes, Cheltenham), and the subsequent impact of learning transfer on practice development. Eclectic approaches of quantitative and qualitative data collection techniques were utilised in the evaluation. The evaluation of this project to date supports our view that this practice based enquiry curriculum promotes the transfer of learning in the application of knowledge to practice, impacting both student and service development.

DOE Office of Scientific and Technical Information (OSTI.GOV)

Faizal, Mir, E-mail: f2mir@uwaterloo.ca; Majumder, Barun, E-mail: barunbasanta@iitgn.ac.in

In this paper, we will incorporate the generalized uncertainty principle into field theories with Lifshitz scaling. We will first construct both bosonic and fermionic theories with Lifshitz scaling based on generalized uncertainty principle. After that we will incorporate the generalized uncertainty principle into a non-abelian gauge theory with Lifshitz scaling. We will observe that even though the action for this theory is non-local, it is invariant under local gauge transformations. We will also perform the stochastic quantization of this Lifshitz fermionic theory based generalized uncertainty principle.

"They Have to Adapt to Learn": Surgeons' Perspectives on the Role of Procedural Variation in Surgical Education.

PubMed

Apramian, Tavis; Cristancho, Sayra; Watling, Chris; Ott, Michael; Lingard, Lorelei

2016-01-01

Clinical research increasingly acknowledges the existence of significant procedural variation in surgical practice. This study explored surgeons' perspectives regarding the influence of intersurgeon procedural variation on the teaching and learning of surgical residents. This qualitative study used a grounded theory-based analysis of observational and interview data. Observational data were collected in 3 tertiary care teaching hospitals in Ontario, Canada. Semistructured interviews explored potential procedural variations arising during the observations and prompts from an iteratively refined guide. Ongoing data analysis refined the theoretical framework and informed data collection strategies, as prescribed by the iterative nature of grounded theory research. Our sample included 99 hours of observation across 45 cases with 14 surgeons. Semistructured, audio-recorded interviews (n = 14) occurred immediately following observational periods. Surgeons endorsed the use of intersurgeon procedural variations to teach residents about adapting to the complexity of surgical practice and the norms of surgical culture. Surgeons suggested that residents' efforts to identify thresholds of principle and preference are crucial to professional development. Principles that emerged from the study included the following: (1) knowing what comes next, (2) choosing the right plane, (3) handling tissue appropriately, (4) recognizing the abnormal, and (5) making safe progress. Surgeons suggested that learning to follow these principles while maintaining key aspects of surgical culture, like autonomy and individuality, are important social processes in surgical education. Acknowledging intersurgeon variation has important implications for curriculum development and workplace-based assessment in surgical education. Adapting to intersurgeon procedural variations may foster versatility in surgical residents. However, the existence of procedural variations and their active use in surgeons' teaching raises questions about the lack of attention to this form of complexity in current workplace-based assessment strategies. Failure to recognize the role of such variations may threaten the implementation of competency-based medical education in surgery. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Neural Basis of Reinforcement Learning and Decision Making

PubMed Central

Lee, Daeyeol; Seo, Hyojung; Jung, Min Whan

2012-01-01

Reinforcement learning is an adaptive process in which an animal utilizes its previous experience to improve the outcomes of future choices. Computational theories of reinforcement learning play a central role in the newly emerging areas of neuroeconomics and decision neuroscience. In this framework, actions are chosen according to their value functions, which describe how much future reward is expected from each action. Value functions can be adjusted not only through reward and penalty, but also by the animal’s knowledge of its current environment. Studies have revealed that a large proportion of the brain is involved in representing and updating value functions and using them to choose an action. However, how the nature of a behavioral task affects the neural mechanisms of reinforcement learning remains incompletely understood. Future studies should uncover the principles by which different computational elements of reinforcement learning are dynamically coordinated across the entire brain. PMID:22462543

When Do Pictures Help Learning from Expository Text? Multimedia and Modality Effects in Primary Schools

NASA Astrophysics Data System (ADS)

Herrlinger, Simone; Höffler, Tim N.; Opfermann, Maria; Leutner, Detlev

2017-06-01

Adding pictures to a text is very common in today's education and might be especially beneficial for elementary school children, whose abilities to read and understand pure text have not yet been fully developed. Our study examined whether adding pictures supports learning of a biology text in fourth grade and whether the text modality (spoken or written) plays a role. Results indicate that overall, pictures enhanced learning but that the text should be spoken rather than written. These results are in line with instructional design principles derived from common multimedia learning theories. In addition, for elementary school children, it might be advisable to read texts out to the children. Reading by themselves and looking at pictures might overload children's cognitive capacities and especially their visual channel. In this case, text and pictures would not be integrated into one coherent mental model, and effective learning would not take place.

Teaching professional boundaries to psychiatric residents.

PubMed

Gabbard, Glen O; Crisp-Han, Holly

2010-01-01

The authors demonstrate that the teaching of professional boundaries in psychiatry is an essential component of training to prevent harm to patients and to the profession. The authors illustrate overarching principles that apply to didactic teaching in seminars and to psychotherapy supervision. The teaching of boundaries must be based in sound clinical theory and technique so that transference, countertransference, and frame theory are seen as interwoven with the concept of boundaries and must use case-based learning so that a "one-size-fits-all" approach is avoided. The emphasis in teaching should be on both the clinician's temptations and the management of the patient's wish to transgress therapeutic boundaries.

Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict.

PubMed

Mann, Karen; van der Vleuten, Cees; Eva, Kevin; Armson, Heather; Chesluk, Ben; Dornan, Timothy; Holmboe, Eric; Lockyer, Jocelyn; Loney, Elaine; Sargeant, Joan

2011-09-01

Informed self-assessment describes the set of processes through which individuals use external and internal data to generate an appraisal of their own abilities. The purpose of this project was to explore the tensions described by learners and professionals when informing their self-assessments of clinical performance. This 2008 qualitative study was guided by principles of grounded theory. Eight programs in five countries across undergraduate, postgraduate, and continuing medical education were purposively sampled. Seventeen focus groups were held (134 participants). Detailed analyses were conducted iteratively to understand themes and relationships. Participants experienced multiple tensions in informed self-assessment. Three categories of tensions emerged: within people (e.g., wanting feedback, yet fearing disconfirming feedback), between people (e.g., providing genuine feedback yet wanting to preserve relationships), and in the learning/practice environment (e.g., engaging in authentic self-assessment activities versus "playing the evaluation game"). Tensions were ongoing, contextual, and dynamic; they prevailed across participant groups, infusing all components of informed self-assessment. They also were present in varied contexts and at all levels of learners and practicing physicians. Multiple tensions, requiring ongoing negotiation and renegotiation, are inherent in informed self-assessment. Tensions are both intraindividual and interindividual and they are culturally situated, reflecting both professional and institutional influences. Social learning theories (social cognitive theory) and sociocultural theories of learning (situated learning and communities of practice) may inform our understanding and interpretation of the study findings. The findings suggest that educational interventions should be directed at individual, collective, and institutional cultural levels. Implications for practice are presented.

Difference to Inference: teaching logical and statistical reasoning through on-line interactivity.

PubMed

Malloy, T E

2001-05-01

Difference to Inference is an on-line JAVA program that simulates theory testing and falsification through research design and data collection in a game format. The program, based on cognitive and epistemological principles, is designed to support learning of the thinking skills underlying deductive and inductive logic and statistical reasoning. Difference to Inference has database connectivity so that game scores can be counted as part of course grades.

Real time unsupervised learning of visual stimuli in neuromorphic VLSI systems

NASA Astrophysics Data System (ADS)

Giulioni, Massimiliano; Corradi, Federico; Dante, Vittorio; Del Giudice, Paolo

2015-10-01

Neuromorphic chips embody computational principles operating in the nervous system, into microelectronic devices. In this domain it is important to identify computational primitives that theory and experiments suggest as generic and reusable cognitive elements. One such element is provided by attractor dynamics in recurrent networks. Point attractors are equilibrium states of the dynamics (up to fluctuations), determined by the synaptic structure of the network; a ‘basin’ of attraction comprises all initial states leading to a given attractor upon relaxation, hence making attractor dynamics suitable to implement robust associative memory. The initial network state is dictated by the stimulus, and relaxation to the attractor state implements the retrieval of the corresponding memorized prototypical pattern. In a previous work we demonstrated that a neuromorphic recurrent network of spiking neurons and suitably chosen, fixed synapses supports attractor dynamics. Here we focus on learning: activating on-chip synaptic plasticity and using a theory-driven strategy for choosing network parameters, we show that autonomous learning, following repeated presentation of simple visual stimuli, shapes a synaptic connectivity supporting stimulus-selective attractors. Associative memory develops on chip as the result of the coupled stimulus-driven neural activity and ensuing synaptic dynamics, with no artificial separation between learning and retrieval phases.

Real time unsupervised learning of visual stimuli in neuromorphic VLSI systems.

PubMed

Giulioni, Massimiliano; Corradi, Federico; Dante, Vittorio; del Giudice, Paolo

2015-10-14

Neuromorphic chips embody computational principles operating in the nervous system, into microelectronic devices. In this domain it is important to identify computational primitives that theory and experiments suggest as generic and reusable cognitive elements. One such element is provided by attractor dynamics in recurrent networks. Point attractors are equilibrium states of the dynamics (up to fluctuations), determined by the synaptic structure of the network; a 'basin' of attraction comprises all initial states leading to a given attractor upon relaxation, hence making attractor dynamics suitable to implement robust associative memory. The initial network state is dictated by the stimulus, and relaxation to the attractor state implements the retrieval of the corresponding memorized prototypical pattern. In a previous work we demonstrated that a neuromorphic recurrent network of spiking neurons and suitably chosen, fixed synapses supports attractor dynamics. Here we focus on learning: activating on-chip synaptic plasticity and using a theory-driven strategy for choosing network parameters, we show that autonomous learning, following repeated presentation of simple visual stimuli, shapes a synaptic connectivity supporting stimulus-selective attractors. Associative memory develops on chip as the result of the coupled stimulus-driven neural activity and ensuing synaptic dynamics, with no artificial separation between learning and retrieval phases.

Designing worked examples for learning tangent lines to circles

NASA Astrophysics Data System (ADS)

Retnowati, E.; Marissa

2018-03-01

Geometry is a branch of mathematics that deals with shape and space, including the circle. A difficult topic in the circle may be the tangent line to circle. This is considered a complex material since students have to simultaneously apply several principles to solve the problems, these are the property of circle, definition of the tangent, measurement and Pythagorean theorem. This paper discusses designs of worked examples for learning tangent line to circles and how to apply this design to an effective and efficient instructional activity. When students do not have sufficient prior knowledge, solving tangent problems might be clumsy, and as a consequence, the problem-solving activity hinders learning. According to a Cognitive Load Theory, learning occurs when students can construct new knowledge based on the relevant knowledge previously learned. When the relevant knowledge is unavailable, providing students with the worked example is suggested. Worked example may reduce unproductive process during learning that causes extraneous cognitive load. Nevertheless, worked examples must be created in such a way facilitate learning.

Suggestions for a competency-based orientation for an orthopaedic unit.

PubMed

Bryant, G A

1997-01-01

Effective orientation programs should provide new RN and LPN employees with very specific performance expectations. Competency-based orientation provides such a structure. This approach not only decreases the orientee's anxiety, but it also acts as a basis for establishing competencies specific to that unit. Because the existing staff members are intimately involved in the process, socialization within the unit and cohesiveness of purpose are enhanced. Adult learning theory, educational principles, self-paced learning modules, and the use of preceptors and check-off lists are employed in this Competency-Based Orientation (CBO) program for an adult orthopaedic unit. Samples of various aspects of a CBO are included.

Applications of Support Vector Machines In Chemo And Bioinformatics

NASA Astrophysics Data System (ADS)

Jayaraman, V. K.; Sundararajan, V.

2010-10-01

Conventional linear & nonlinear tools for classification, regression & data driven modeling are being replaced on a rapid scale by newer techniques & tools based on artificial intelligence and machine learning. While the linear techniques are not applicable for inherently nonlinear problems, newer methods serve as attractive alternatives for solving real life problems. Support Vector Machine (SVM) classifiers are a set of universal feed-forward network based classification algorithms that have been formulated from statistical learning theory and structural risk minimization principle. SVM regression closely follows the classification methodology. In this work recent applications of SVM in Chemo & Bioinformatics will be described with suitable illustrative examples.

Transforming schools into communities of thinking and learning about serious matters.

PubMed

Brown, A L

1997-04-01

In this article, a program of research known as Fostering Communities of Learners is described. This program is in place in several schools and classrooms serving inner-city students from 6 to 12 years of age. Based on theoretical advances in cognitive and developmental psychology, the program is successful at improving both literacy skills and domain-area subject matter knowledge (e.g., environmental science and biology). Building on young children's emergent strategic and metacognitive knowledge, together with their skeletal biological theories, the program leads children to discover the deep principles of the domain and to develop flexible learning and inquiry strategies of wide applicability.

Distributed communication: Implications of cultural-historical activity theory (CHAT) for communication disorders.

PubMed

Hengst, Julie A

2015-01-01

This article proposes distributed communication as a promising theoretical framework for building supportive environments for child language development. Distributed communication is grounded in an emerging intersection of cultural-historical activity theory (CHAT) and theories of communicative practices that argue for integrating accounts of language, cognition and culture. The article first defines and illustrates through selected research articles, three key principles of distributed communication: (a) language and all communicative resources are inextricably embedded in activity; (b) successful communication depends on common ground built up through short- and long-term histories of participation in activities; and (c) language cannot act alone, but is always orchestrated with other communicative resources. It then illustrates how these principles are fully integrated in everyday interactions by drawing from my research on Cindy Magic, a verbal make-believe game played by a father and his two daughters. Overall, the research presented here points to the remarkably complex communicative environments and sophisticated forms of distributed communication children routinely engage in as they interact with peer and adult communication partners in everyday settings. The article concludes by considering implications of these theories for, and examples of, distributed communication relevant to clinical intervention. Readers will learn about (1) distributed communication as a conceptual tool grounded in an emerging intersection of cultural-historical activity theory and theories of communicative practices and (2) how to apply distributed communication to the study of child language development and to interventions for children with communication disorders. Copyright © 2015 Elsevier Inc. All rights reserved.

The separate and collective effects of personalization, personification, and gender on learning with multimedia chemistry instructional materials

NASA Astrophysics Data System (ADS)

Halkyard, Shannon

Chemistry is a difficult subject to learn and teach for students in general. Additionally, female students are under-represented in chemistry and the physical sciences. Within chemistry, atomic and electronic structure is a key concept and several recommendations in the literature describe how this topic can be taught better. These recommendations can be employed in multimedia instructional materials designed following principles understood through the Cognitive Theory of Multimedia Learning. Additionally, these materials can expand the known use of principles like personalization (addressing the learner as "you") and test prospective design principles like personification (referring to abstract objects like atoms as "she" or "he"). The purpose of this study was to use the recommendations on teaching atomic and electronic structure along with known multimedia design principles to create multimedia chemistry learning materials that can be used to test the use of personalization and personification both separately and together. The study also investigated how learning with these materials might be different for male and female students. A sample of 329 students from private northern California high schools were given an atomic structure pre-test, watched a multimedia chemistry instructional video, and took a post-test on atomic structure. Students were randomly assigned to watch one of six versions of the instructional video. Students in the six groups were compared using ANOVA procedures and no significant differences were found. Males were compared to females for the six different treatment conditions and the most significant difference was for the treatment that combined personalization (you) and female personification (she), with a medium effect size (Cohen's d=0.65). Males and females were then compared separately across the six groups using ANOVA procedures and t-tests. A significant difference was found for female students using the treatment that combined personalization (you) and female personification (she) compared to the group with no personalization or personification, with a medium-large effect size (Cohen's d=0.75). Further research is needed to eliminate possible confounding and other factors, but the study results indicate that personalization and personification likely have positive effects on learning, especially for female students.

Integrating PCR theory and bioinformatics into a research-oriented primer design exercise.

PubMed

Robertson, Amber L; Phillips, Allison R

2008-01-01

Polymerase chain reaction (PCR) is a conceptually difficult technique that embodies many fundamental biological processes. Traditionally, students have struggled to analyze PCR results due to an incomplete understanding of the biological concepts (theory) of DNA replication and strand complementarity. Here we describe the design of a novel research-oriented exercise that prepares students to design DNA primers for PCR. Our exercise design includes broad and specific learning goals and assessments of student performance and perceptions. We developed this interactive Primer Design Exercise using the principles of scientific teaching to enhance student understanding of the theory behind PCR and provide practice in designing PCR primers to amplify DNA. In the end, the students were more poised to troubleshoot problems that arose in real experiments using PCR. In addition, students had the opportunity to utilize several bioinformatics tools to gain an increased understanding of primer quality, directionality, and specificity. In the course of this study many misconceptions about DNA replication during PCR and the need for primer specificity were identified and addressed. Students were receptive to the new materials and the majority achieved the learning goals.

Learning visual balance from large-scale datasets of aesthetically highly rated images

NASA Astrophysics Data System (ADS)

Jahanian, Ali; Vishwanathan, S. V. N.; Allebach, Jan P.

2015-03-01

The concept of visual balance is innate for humans, and influences how we perceive visual aesthetics and cognize harmony. Although visual balance is a vital principle of design and taught in schools of designs, it is barely quantified. On the other hand, with emergence of automantic/semi-automatic visual designs for self-publishing, learning visual balance and computationally modeling it, may escalate aesthetics of such designs. In this paper, we present how questing for understanding visual balance inspired us to revisit one of the well-known theories in visual arts, the so called theory of "visual rightness", elucidated by Arnheim. We define Arnheim's hypothesis as a design mining problem with the goal of learning visual balance from work of professionals. We collected a dataset of 120K images that are aesthetically highly rated, from a professional photography website. We then computed factors that contribute to visual balance based on the notion of visual saliency. We fitted a mixture of Gaussians to the saliency maps of the images, and obtained the hotspots of the images. Our inferred Gaussians align with Arnheim's hotspots, and confirm his theory. Moreover, the results support the viability of the center of mass, symmetry, as well as the Rule of Thirds in our dataset.

Investigating and improving student understanding of quantum mechanics in the context of single photon interference

NASA Astrophysics Data System (ADS)

Marshman, Emily; Singh, Chandralekha

2017-06-01

Single photon experiments involving a Mach-Zehnder interferometer can illustrate the fundamental principles of quantum mechanics, e.g., the wave-particle duality of a single photon, single photon interference, and the probabilistic nature of quantum measurement involving single photons. These experiments explicitly make the connection between the abstract quantum theory and concrete laboratory settings and have the potential to help students develop a solid grasp of the foundational issues in quantum mechanics. Here we describe students' conceptual difficulties with these topics in the context of Mach-Zehnder interferometer experiments with single photons and how the difficulties found in written surveys and individual interviews were used as a guide in the development of a Quantum Interactive Learning Tutorial (QuILT). The QuILT uses an inquiry-based approach to learning and takes into account the conceptual difficulties found via research to help upper-level undergraduate and graduate students learn about foundational quantum mechanics concepts using the concrete quantum optics context. It strives to help students learn the basics of quantum mechanics in the context of single photon experiment, develop the ability to apply fundamental quantum principles to experimental situations in quantum optics, and explore the differences between classical and quantum ideas in a concrete context. We discuss the findings from in-class evaluations suggesting that the QuILT was effective in helping students learn these abstract concepts.

The boundary of a boundary principle in field theories and the issue of austerity of the laws of physics

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kheyfets, A.; Miller, W.A.

The boundary of a boundary principle has been suggested by J. A. Wheeler as a realization of the austerity idea in field theories. This principle is described in three basic field theories---electrodynamics, Yang--Mills theory, and general relativity. It is demonstrated that it supplies a unified geometric interpretation of the source current in each of the three theories in terms of a generalized E. Cartan moment of rotation. The extent to which the boundary of a boundary principle represents the austerity principle is discussed. It is concluded that it works in a way analogous to thermodynamic relations and it is arguedmore » that deeper principles might be needed to comprehend the nature of austerity.« less

Intersections of Critical Systems Thinking and Community Based Participatory Research: A Learning Organization Example with the Autistic Community

PubMed Central

Raymaker, Dora M

2016-01-01

Critical systems thinking (CST) and community based participatory research (CBPR) are distinct approaches to inquiry which share a primary commitment to holism and human emancipation, as well as common grounding in critical theory and emancipatory and pragmatic philosophy. This paper explores their intersections and complements on a historical, philosophical, and theoretical level, and then proposes a hybrid approach achieved by applying CBPR's principles and considerations for operationalizing emancipatory practice to traditional systems thinking frameworks and practices. This hybrid approach is illustrated in practice with examples drawn from of the implementation of the learning organization model in an action research setting with the Autistic community. Our experience of being able to actively attend to, and continuously equalize, power relations within an organizational framework that otherwise has great potential for reinforcing power inequity suggests CBPR's principles and considerations for operationalizing emancipatory practice could be useful in CST settings, and CST's vocabulary, methods, and clarity around systems thinking concepts could be valuable to CBPR practioners. PMID:27833398

Intersections of Critical Systems Thinking and Community Based Participatory Research: A Learning Organization Example with the Autistic Community.

PubMed

Raymaker, Dora M

2016-10-01

Critical systems thinking (CST) and community based participatory research (CBPR) are distinct approaches to inquiry which share a primary commitment to holism and human emancipation, as well as common grounding in critical theory and emancipatory and pragmatic philosophy. This paper explores their intersections and complements on a historical, philosophical, and theoretical level, and then proposes a hybrid approach achieved by applying CBPR's principles and considerations for operationalizing emancipatory practice to traditional systems thinking frameworks and practices. This hybrid approach is illustrated in practice with examples drawn from of the implementation of the learning organization model in an action research setting with the Autistic community. Our experience of being able to actively attend to, and continuously equalize, power relations within an organizational framework that otherwise has great potential for reinforcing power inequity suggests CBPR's principles and considerations for operationalizing emancipatory practice could be useful in CST settings, and CST's vocabulary, methods, and clarity around systems thinking concepts could be valuable to CBPR practioners.

Design of Learning Objects for Concept Learning: Effects of Multimedia Learning Principles and an Instructional Approach

ERIC Educational Resources Information Center

Chiu, Thomas K. F.; Churchill, Daniel

2016-01-01

Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching…

Battling the challenges of training nurses to use information systems through theory-based training material design.

PubMed

Galani, Malatsi; Yu, Ping; Paas, Fred; Chandler, Paul

2014-01-01

The attempts to train nurses to effectively use information systems have had mixed results. One problem is that training materials are not adequately designed to guide trainees to gradually learn to use a system without experiencing a heavy cognitive load. This is because training design often does not take into consideration a learner's cognitive ability to absorb new information in a short training period. Given the high cost and difficulty of organising training in healthcare organisations, there is an urgent need for information system trainers to be aware of how cognitive overload or information overload affect a trainee's capability to acquire new knowledge and skills, and what instructional techniques can be used to facilitate effective learning. This paper introduces the concept of cognitive load and how it affects nurses when learning to use a new health information system. This is followed by the relevant strategies for instructional design, underpinned by the principles of cognitive load theory, which may be helpful for the development of effective instructional materials and activities for training nurses to use information systems.

Creating a Longitudinal Integrated Clerkship with Mutual Benefits for an Academic Medical Center and a Community Health System

PubMed Central

Poncelet, Ann Noelle; Mazotti, Lindsay A; Blumberg, Bruce; Wamsley, Maria A; Grennan, Tim; Shore, William B

2014-01-01

The longitudinal integrated clerkship is a model of clinical education driven by tenets of social cognitive theory, situated learning, and workplace learning theories, and built on a foundation of continuity between students, patients, clinicians, and a system of care. Principles and goals of this type of clerkship are aligned with primary care principles, including patient-centered care and systems-based practice. Academic medical centers can partner with community health systems around a longitudinal integrated clerkship to provide mutual benefits for both organizations, creating a sustainable model of clinical training that addresses medical education and community health needs. A successful one-year longitudinal integrated clerkship was created in partnership between an academic medical center and an integrated community health system. Compared with traditional clerkship students, students in this clerkship had better scores on Clinical Performance Examinations, internal medicine examinations, and high perceptions of direct observation of clinical skills. Advantages for the academic medical center include mitigating the resources required to run a longitudinal integrated clerkship while providing primary care training and addressing core competencies such as systems-based practice, practice-based learning, and interprofessional care. Advantages for the community health system include faculty development, academic appointments, professional satisfaction, and recruitment. Success factors include continued support and investment from both organizations’ leadership, high-quality faculty development, incentives for community-based physician educators, and emphasis on the mutually beneficial relationship for both organizations. Development of a longitudinal integrated clerkship in a community health system can serve as a model for developing and expanding these clerkship options for academic medical centers. PMID:24867551

Creating a longitudinal integrated clerkship with mutual benefits for an academic medical center and a community health system.

PubMed

Poncelet, Ann Noelle; Mazotti, Lindsay A; Blumberg, Bruce; Wamsley, Maria A; Grennan, Tim; Shore, William B

2014-01-01

The longitudinal integrated clerkship is a model of clinical education driven by tenets of social cognitive theory, situated learning, and workplace learning theories, and built on a foundation of continuity between students, patients, clinicians, and a system of care. Principles and goals of this type of clerkship are aligned with primary care principles, including patient-centered care and systems-based practice. Academic medical centers can partner with community health systems around a longitudinal integrated clerkship to provide mutual benefits for both organizations, creating a sustainable model of clinical training that addresses medical education and community health needs. A successful one-year longitudinal integrated clerkship was created in partnership between an academic medical center and an integrated community health system. Compared with traditional clerkship students, students in this clerkship had better scores on Clinical Performance Examinations, internal medicine examinations, and high perceptions of direct observation of clinical skills.Advantages for the academic medical center include mitigating the resources required to run a longitudinal integrated clerkship while providing primary care training and addressing core competencies such as systems-based practice, practice-based learning, and interprofessional care. Advantages for the community health system include faculty development, academic appointments, professional satisfaction, and recruitment.Success factors include continued support and investment from both organizations' leadership, high-quality faculty development, incentives for community-based physician educators, and emphasis on the mutually beneficial relationship for both organizations. Development of a longitudinal integrated clerkship in a community health system can serve as a model for developing and expanding these clerkship options for academic medical centers.

Quality specifications in postgraduate medical e-learning: an integrative literature review leading to a postgraduate medical e-learning model.

PubMed

De Leeuw, R A; Westerman, Michiel; Nelson, E; Ket, J C F; Scheele, F

2016-07-08

E-learning is driving major shifts in medical education. Prioritizing learning theories and quality models improves the success of e-learning programs. Although many e-learning quality standards are available, few are focused on postgraduate medical education. We conducted an integrative review of the current postgraduate medical e-learning literature to identify quality specifications. The literature was thematically organized into a working model. Unique quality specifications (n = 72) were consolidated and re-organized into a six-domain model that we called the Postgraduate Medical E-learning Model (Postgraduate ME Model). This model was partially based on the ISO-19796 standard, and drew on cognitive load multimedia principles. The domains of the model are preparation, software design and system specifications, communication, content, assessment, and maintenance. This review clarified the current state of postgraduate medical e-learning standards and specifications. It also synthesized these specifications into a single working model. To validate our findings, the next-steps include testing the Postgraduate ME Model in controlled e-learning settings.

Observing Ben Wyckoff: From Basic Research to Programmed Instruction and Social Issues

PubMed Central

Escobar, Rogelio; Lattal, Kennon A

2011-01-01

L. Benjamin Wyckoff's seminal contributions to both psychological theory and application are the subject of this review. Wyckoff started his academic career as a graduate student at Indiana University, where he developed the observing-response procedure under the guidance of B. F. Skinner and C. J. Burke. At the University of Wisconsin–Madison, Wyckoff refined his mathematical theory of secondary reinforcement. This theory was the impetus for his creation of an electronic simulation of a rat running a T maze, one of the first “computer models” of learning. Wyckoff next went to Emory University, leaving there to help create two of the most successful companies dedicated to the advancement of programmed instruction and teaching machines: Teaching Machines, Inc. and the Human Development Institute. Wyckoff's involvement in these companies epitomizes the application of basic behavior-analytic principles in the development of technology to improve education and human relationships. The emergent picture of Wyckoff is that of a man who, through his research, professional work in educational applications of behavioral principles, and active involvement in the civil rights movement of the 1960s, was strongly committed to applying behavioral science to positively influence human behavior change. PMID:22532737

Development of the promoting teacher attribution model for promoting science teachers' moral and ethical characteristics

NASA Astrophysics Data System (ADS)

Chanprathak, Anusorn; Worakham, Paisan; Suikraduang, Arun

2018-01-01

The promotion science teacher attribution model to develop the moral and ethical characteristics was to analyze, synthesis, and develop the guidelines of the scoping study into concepts, theories and research related about the moral and ethics of characteristically teachers from the resources, including research papers, research articles related research, and interviews with luminaries of 9 members. Using interviews and document analysis, data analysis, content analysis, and present an essay was built. The promoting attributes a teacher, moral principles, concepts and theories involved and guidance of a qualified were developed. The Multiple-Attribute Consensus Reaching (MACR) from 12 educational experts were checked the suitability and feasibility of the model, the possibility of the manual with the research instruments consisted of the promotion model attributes the moral and ethics teacher's characteristics were evaluated, to guide the promotion attributes' model forms were assessed, the first edition of the manual data analysis, information obtained from the evaluation of the suitability and feasibility analysis model and guide for the average were administered. The results have found that; the promoting moral teacher attribute data to their moral and ethical characteristics was divided into two groups, priests and scholars. In both groups, the promotion attributes, focusing on teacher's groups is moral in nature to modify the idea to a change of attitude within the organism. Students got down to real experience; an analysis and synthesis face learning environments that cause cognitive skills to act as a self-realization possibly. The promotion model, moral principles, including the importance of the activities, objectives and evaluation methods were attributed. These core concepts learning theory and social cognitive theory, and integrated learning experience were comprised in five stages and four processes, namely; the intended, memory storage process, the actions, and the incentives of the motivation processes. The appropriateness and feasibility of the model and the appropriateness of the form scales evidence of a high level. The assessing guide on the appropriateness of the guide scale and the possibility of the manual guide responded of at a high level, similarly.

Problem-based learning in undergraduate medical education: can we really implement it in the West African subregion?

PubMed

Gukas, I D

2007-01-01

A major global pedagogical shift has occurred in the way medicine is taught over the last half a century. Problem-based learning (PBL) has emerged as one of the most popular, of these learner-centred new methods. To examine the evolution and educational principles of PBL and the feasibility of implementing it in the West African subregion. Key literature detailing the history, educational value and principle behind PBL were reviewed. Issues regarding the implication of implementing PBL to West Africa were deduced and suggestions made for the way forward. Since its introduction in McMaster University in Canada in the 60s, PBL has spread all over world. It is rooted in sound educational theories like the Kolb's experiential learning, adult education, collaborative learning, contextual learning and constructivism. Compared to traditionally trained students, PBL students find learning more enjoyable and develop better relational and professional skills. They show more causal reasoning in diagnosis and become better lifelong learners. Issues that may affect its implementation in West Africa include high start up costs, lack of supporting educational technology and relative lack of medical school managers with appropriate medical education background to assess and evaluate such innovations. The evidence for the need for a change from the traditional method of training is overwhelming. Implementation of PBL as an educational method in medical training in the West African subregion is both desirable and practicable if we address some of the issues outlined above.

First principles view on chemical compound space: Gaining rigorous atomistic control of molecular properties

DOE PAGES

von Lilienfeld, O. Anatole

2013-02-26

A well-defined notion of chemical compound space (CCS) is essential for gaining rigorous control of properties through variation of elemental composition and atomic configurations. Here, we give an introduction to an atomistic first principles perspective on CCS. First, CCS is discussed in terms of variational nuclear charges in the context of conceptual density functional and molecular grand-canonical ensemble theory. Thereafter, we revisit the notion of compound pairs, related to each other via “alchemical” interpolations involving fractional nuclear charges in the electronic Hamiltonian. We address Taylor expansions in CCS, property nonlinearity, improved predictions using reference compound pairs, and the ounce-of-gold prizemore » challenge to linearize CCS. Finally, we turn to machine learning of analytical structure property relationships in CCS. Here, these relationships correspond to inferred, rather than derived through variational principle, solutions of the electronic Schrödinger equation.« less

Towards a general theory of neural computation based on prediction by single neurons.

PubMed

Fiorillo, Christopher D

2008-10-01

Although there has been tremendous progress in understanding the mechanics of the nervous system, there has not been a general theory of its computational function. Here I present a theory that relates the established biophysical properties of single generic neurons to principles of Bayesian probability theory, reinforcement learning and efficient coding. I suggest that this theory addresses the general computational problem facing the nervous system. Each neuron is proposed to mirror the function of the whole system in learning to predict aspects of the world related to future reward. According to the model, a typical neuron receives current information about the state of the world from a subset of its excitatory synaptic inputs, and prior information from its other inputs. Prior information would be contributed by synaptic inputs representing distinct regions of space, and by different types of non-synaptic, voltage-regulated channels representing distinct periods of the past. The neuron's membrane voltage is proposed to signal the difference between current and prior information ("prediction error" or "surprise"). A neuron would apply a Hebbian plasticity rule to select those excitatory inputs that are the most closely correlated with reward but are the least predictable, since unpredictable inputs provide the neuron with the most "new" information about future reward. To minimize the error in its predictions and to respond only when excitation is "new and surprising," the neuron selects amongst its prior information sources through an anti-Hebbian rule. The unique inputs of a mature neuron would therefore result from learning about spatial and temporal patterns in its local environment, and by extension, the external world. Thus the theory describes how the structure of the mature nervous system could reflect the structure of the external world, and how the complexity and intelligence of the system might develop from a population of undifferentiated neurons, each implementing similar learning algorithms.

A Review: Principles of Design and Analysis of Learning Systems

ERIC Educational Resources Information Center

Durney, Carl H.

1973-01-01

Analyzes a traditional and an innovative course in terms of learning principles, involving Erickson's management methods and Gagne's learning activities. Suggests that learning systems should be designed by applying all principles rather than emphasizing one or two of them. (CC)

Enhancing the Therapy Experience Using Principles of Video Game Design.

PubMed

Folkins, John Wm; Brackenbury, Tim; Krause, Miriam; Haviland, Allison

2016-02-01

This article considers the potential benefits that applying design principles from contemporary video games may have on enhancing therapy experiences. Six principles of video game design are presented, and their relevance for enriching clinical experiences is discussed. The motivational and learning benefits of each design principle have been discussed in the education literature as having positive impacts on student motivation and learning and are related here to aspects of clinical practice. The essential experience principle suggests connecting all aspects of the experience around a central emotion or cognitive connection. The discovery principle promotes indirect learning in focused environments. The risk-taking principle addresses the uncertainties clients face when attempting newly learned skills in novel situations. The generalization principle encourages multiple opportunities for skill transfer. The reward system principle directly relates to the scaffolding of frequent and varied feedback in treatment. Last, the identity principle can assist clients in using their newly learned communication skills to redefine self-perceptions. These principles highlight areas for research and interventions that may be used to reinforce or advance current practice.

Be FAIR to students: four principles that lead to more effective learning.

PubMed

Harden, Ronald M; Laidlaw, Jennifer M

2013-01-01

A teacher is a professional not a technician. An understanding of some basic principles about learning can inform the teacher or trainer in their day-to-day practice as a teacher or a trainer. The FAIR principles are: provide feedback to the student, engage the student in active learning, individualise the learning to the personal needs of the student and make the learning relevant. Application of the principles can lead to more effective learning - the poor teacher can become a good teacher and the good teacher an excellent teacher.

From philosopher to psychologist: the early career of Edwin Ray Guthrie, Jr.

PubMed

Clark, David O

2005-08-01

Edwin R. Guthrie rose to prominence as a psychologist in the 1930s. His theoretical outlook was behavioristic. This approach came from his conviction that an objective method could be applied to a scientific treatment of mind. Prior to becoming a psychologist, he was a philosopher of mathematics. Guthrie was initiated into psychology by Stevenson Smith, from whom he learned a psychology of adjustment informed by comparative research, Columbia functionalism, and clinical psychology. Guthrie's first step into psychology was in collaboration with Smith on Chapters in General Psychology (S. Smith & E.R. Guthrie, 1921). To synthesize their own unique position on learning from the contemporary theory and research, they used the principle of association. This articles focuses on Guthrie's origin and his development into a learning theorist.

Multimedia Principle in Teaching Lessons

ERIC Educational Resources Information Center

Kari Jabbour, Khayrazad

2012-01-01

Multimedia learning principle occurs when we create mental representations from combining text and relevant graphics into lessons. This article discusses the learning advantages that result from adding multimedia learning principle into instructions; and how to select graphics that support learning. There is a balance that instructional designers…

Cooperative Learning Principles Enhance Online Interaction

ERIC Educational Resources Information Center

Jacobs, George; Seow, Peter

2014-01-01

This paper describes eight principles that can be used to promote cooperative interactions among students working in online environments. The principles derive from a well-established approach to education, known variously as cooperative learning and collaborative learning. Each principle is explained as to what it means, why it is important and…

A Look at a Comparative Study of the Socio-Dramatic Play Ability of High Socio-Economic Status Black Kindergarten Children and High Socio-Economic Status White Kindergarten Children Conducted by Vivian A. Anderson.

ERIC Educational Resources Information Center

Farrar, Margaret M.

This paper presents a review of research studies and theories involving sociodramatic play and its effect on the learning power of middle class children. Discussion centers on definitions, criteria, and principles of play, and ways for teachers to identify and encourage sociodramatic play in the classroom. Play, and especially sociodramatic play,…

Conceptual Models and Theory-Embedded Principles on Effective Schooling.

ERIC Educational Resources Information Center

Scheerens, Jaap

1997-01-01

Reviews models and theories on effective schooling. Discusses four rationality-based organization theories and a fifth perspective, chaos theory, as applied to organizational functioning. Discusses theory-embedded principles flowing from these theories: proactive structuring, fit, market mechanisms, cybernetics, and self-organization. The…

Multisensory training can promote or impede visual perceptual learning of speech stimuli: visual-tactile vs. visual-auditory training.

PubMed

Eberhardt, Silvio P; Auer, Edward T; Bernstein, Lynne E

2014-01-01

In a series of studies we have been investigating how multisensory training affects unisensory perceptual learning with speech stimuli. Previously, we reported that audiovisual (AV) training with speech stimuli can promote auditory-only (AO) perceptual learning in normal-hearing adults but can impede learning in congenitally deaf adults with late-acquired cochlear implants. Here, impeder and promoter effects were sought in normal-hearing adults who participated in lipreading training. In Experiment 1, visual-only (VO) training on paired associations between CVCVC nonsense word videos and nonsense pictures demonstrated that VO words could be learned to a high level of accuracy even by poor lipreaders. In Experiment 2, visual-auditory (VA) training in the same paradigm but with the addition of synchronous vocoded acoustic speech impeded VO learning of the stimuli in the paired-associates paradigm. In Experiment 3, the vocoded AO stimuli were shown to be less informative than the VO speech. Experiment 4 combined vibrotactile speech stimuli with the visual stimuli during training. Vibrotactile stimuli were shown to promote visual perceptual learning. In Experiment 5, no-training controls were used to show that training with visual speech carried over to consonant identification of untrained CVCVC stimuli but not to lipreading words in sentences. Across this and previous studies, multisensory training effects depended on the functional relationship between pathways engaged during training. Two principles are proposed to account for stimulus effects: (1) Stimuli presented to the trainee's primary perceptual pathway will impede learning by a lower-rank pathway. (2) Stimuli presented to the trainee's lower rank perceptual pathway will promote learning by a higher-rank pathway. The mechanisms supporting these principles are discussed in light of multisensory reverse hierarchy theory (RHT).

Multisensory training can promote or impede visual perceptual learning of speech stimuli: visual-tactile vs. visual-auditory training

PubMed Central

Eberhardt, Silvio P.; Auer Jr., Edward T.; Bernstein, Lynne E.

2014-01-01

In a series of studies we have been investigating how multisensory training affects unisensory perceptual learning with speech stimuli. Previously, we reported that audiovisual (AV) training with speech stimuli can promote auditory-only (AO) perceptual learning in normal-hearing adults but can impede learning in congenitally deaf adults with late-acquired cochlear implants. Here, impeder and promoter effects were sought in normal-hearing adults who participated in lipreading training. In Experiment 1, visual-only (VO) training on paired associations between CVCVC nonsense word videos and nonsense pictures demonstrated that VO words could be learned to a high level of accuracy even by poor lipreaders. In Experiment 2, visual-auditory (VA) training in the same paradigm but with the addition of synchronous vocoded acoustic speech impeded VO learning of the stimuli in the paired-associates paradigm. In Experiment 3, the vocoded AO stimuli were shown to be less informative than the VO speech. Experiment 4 combined vibrotactile speech stimuli with the visual stimuli during training. Vibrotactile stimuli were shown to promote visual perceptual learning. In Experiment 5, no-training controls were used to show that training with visual speech carried over to consonant identification of untrained CVCVC stimuli but not to lipreading words in sentences. Across this and previous studies, multisensory training effects depended on the functional relationship between pathways engaged during training. Two principles are proposed to account for stimulus effects: (1) Stimuli presented to the trainee’s primary perceptual pathway will impede learning by a lower-rank pathway. (2) Stimuli presented to the trainee’s lower rank perceptual pathway will promote learning by a higher-rank pathway. The mechanisms supporting these principles are discussed in light of multisensory reverse hierarchy theory (RHT). PMID:25400566

Confirmatory factor analysis of teaching and learning guiding principles instrument among teacher educators in higher education institutions

NASA Astrophysics Data System (ADS)

Masuwai, Azwani; Tajudin, Nor'ain Mohd; Saad, Noor Shah

2017-05-01

The purpose of this study is to develop and establish the validity and reliability of an instrument to generate teaching and learning guiding principles using Teaching and Learning Guiding Principles Instrument (TLGPI). Participants consisted of 171 Malaysian teacher educators. It is an essential instrument to reflect in generating the teaching and learning guiding principles in higher education level in Malaysia. Confirmatory Factor Analysis has validated all 19 items of TLGPI whereby all items indicated high reliability and internal consistency. A Confirmatory Factor Analysis also confirmed that a single factor model was used to generate teaching and learning guiding principles.

A serious gaming/immersion environment to teach clinical cancer genetics.

PubMed

Nosek, Thomas M; Cohen, Mark; Matthews, Anne; Papp, Klara; Wolf, Nancy; Wrenn, Gregg; Sher, Andrew; Coulter, Kenneth; Martin, Jessica; Wiesner, Georgia L

2007-01-01

We are creating an interactive, simulated "Cancer Genetics Tower" for the self-paced learning of Clinical Cancer Genetics by medical students (go to: http://casemed.case.edu/cancergenetics). The environment uses gaming theory to engage the students into achieving specific learning objectives. The first few levels contain virtual laboratories where students achieve the basic underpinnings of Cancer Genetics. The next levels apply these principles to clinical practice. A virtual attending physician and four virtual patients, available for questioning through virtual video conferencing, enrich each floor. The pinnacle clinical simulation challenges the learner to integrate all information and demonstrate mastery, thus "winning" the game. A pilot test of the program by 17 medical students yielded very favorable feedback; the students found the Tower a "great way to teach", it held their attention, and it made learning fun. A majority of the students preferred the Tower over other resources to learn Cancer Genetics.

Homeostatic reinforcement learning for integrating reward collection and physiological stability.

PubMed

Keramati, Mehdi; Gutkin, Boris

2014-12-02

Efficient regulation of internal homeostasis and defending it against perturbations requires adaptive behavioral strategies. However, the computational principles mediating the interaction between homeostatic and associative learning processes remain undefined. Here we use a definition of primary rewards, as outcomes fulfilling physiological needs, to build a normative theory showing how learning motivated behaviors may be modulated by internal states. Within this framework, we mathematically prove that seeking rewards is equivalent to the fundamental objective of physiological stability, defining the notion of physiological rationality of behavior. We further suggest a formal basis for temporal discounting of rewards by showing that discounting motivates animals to follow the shortest path in the space of physiological variables toward the desired setpoint. We also explain how animals learn to act predictively to preclude prospective homeostatic challenges, and several other behavioral patterns. Finally, we suggest a computational role for interaction between hypothalamus and the brain reward system.

Twelve tips to promote successful development of a learner performance dashboard within a medical education program.

PubMed

Boscardin, Christy; Fergus, Kirkpatrick B; Hellevig, Bonnie; Hauer, Karen E

2017-11-09

Easily accessible and interpretable performance data constitute critical feedback for learners that facilitate informed self-assessment and learning planning. To provide this feedback, there has been a proliferation of educational dashboards in recent years. An educational (learner) dashboard systematically delivers timely and continuous feedback on performance and can provide easily visualized and interpreted performance data. In this paper, we provide practical tips for developing a functional, user-friendly individual learner performance dashboard and literature review of dashboard development, assessment theory, and users' perspectives. Considering key design principles and maximizing current technological advances in data visualization techniques can increase dashboard utility and enhance the user experience. By bridging current technology with assessment strategies that support learning, educators can continue to improve the field of learning analytics and design of information management tools such as dashboards in support of improved learning outcomes.

The boundary of a boundary principle in field theories and the issue of austerity of the laws of physics

NASA Astrophysics Data System (ADS)

Kheyfets, Arkady; Miller, Warner A.

1991-11-01

The boundary of a boundary principle has been suggested by J. A. Wheeler as a realization of the austerity idea in field theories. This principle is described in three basic field theories—electrodynamics, Yang-Mills theory, and general relativity. It is demonstrated that it supplies a unified geometric interpretation of the source current in each of the three theories in terms of a generalized E. Cartan moment of rotation. The extent to which the boundary of a boundary principle represents the austerity principle is discussed. It is concluded that it works in a way analogous to thermodynamic relations and it is argued that deeper principles might be needed to comprehend the nature of austerity.

Applying Brain-Based Learning Principles to Athletic Training Education

ERIC Educational Resources Information Center

Craig, Debbie I.

2007-01-01

Objective: To present different concepts and techniques related to the application of brain-based learning principles to Athletic Training clinical education. Background: The body of knowledge concerning how our brains physically learn continues to grow. Brain-based learning principles, developed by numerous authors, offer advice on how to…

Exploring in teaching mode of Optical Fiber Sensing Technology outcomes-based education (OBE)

NASA Astrophysics Data System (ADS)

Fu, Guangwei; Fu, Xinghu; Zhang, Baojun; Bi, Weihong

2017-08-01

Combining with the characteristics of disciplines and OBE mode, also aiming at the phenomena of low learning enthusiasm for the major required courses for senior students, the course of optical fiber sensing was chosen as the demonstration for the teaching mode reform. In the light of "theory as the base, focus on the application, highlighting the practice" principle, we emphasis on the introduction of the latest scientific research achievements and current development trends, highlight the practicability and practicality. By observation learning and course project, enables students to carry out innovative project design and implementation means related to the practical problems in science and engineering of this course.

Role of Logic and Mentality as the Basics of Wittgenstein's Picture Theory of Language and Extracting Educational Principles and Methods According to This Theory

ERIC Educational Resources Information Center

Heshi, Kamal Nosrati; Nasrabadi, Hassanali Bakhtiyar

2016-01-01

The present paper attempts to recognize principles and methods of education based on Wittgenstein's picture theory of language. This qualitative research utilized inferential analytical approach to review the related literature and extracted a set of principles and methods from his theory on picture language. Findings revealed that Wittgenstein…

Does Language Matter in Multimedia Learning? Personalization Principle Revisited

ERIC Educational Resources Information Center

Kartal, Gunizi

2010-01-01

This study examines one of the design principles of multimedia learning in a context dissimilar to the one in which it was originally tested. Personalization principle states that the amount of learning increases when the style of language is informal and conversational. In an attempt to uncover the relationship between learning and language…

Principles for Public Funding of Workplace Learning. A Review To Identify Models of Workplace Learning & Funding Principles.

ERIC Educational Resources Information Center

Hawke, Geof; Mawer, Giselle; Connole, Helen; Solomon, Nicky

Models of workplace learning and principles for funding workplace learning in Australia were identified through case studies and a literature review. A diverse array of workplace-based approaches to delivering nationally recognized qualifications were identified. The following were among the nine funding proposals formulated: (1) funding…

Validation of "Teaching and Learning Guiding Principles Instrument" for Malaysian Higher Learning Institutions

ERIC Educational Resources Information Center

Rahman, Nurulhuda Abd; Masuwai, Azwani; Tajudin, Nor'ain Mohd; Tek, Ong Eng; Adnan, Mazlini

2016-01-01

Purpose: This study was aimed at establishing, through the validation of the "Teaching and Learning Guiding Principles Instrument" (TLGPI), the validity and reliability of the underlying factor structure of the Teaching and Learning Guiding Principles (TLGP) generated by a previous study. Method: A survey method was used to collect data…

Infusing Adult Education Principles Into a Health Insurance Literacy Program.

PubMed

Brown, Virginia

2018-03-01

Health insurance literacy is an emerging concept in the health education and health promotion field. The passage of the Affordable Care Act highlighted the link between health insurance and health outcomes. However, the law does not specifically address how the public should be educated on choosing an appropriate health insurance plan. Research shows adults, regardless of previous health insurance status, are likely confused and uncertain about their selection. The University of Maryland Extension developed and created health insurance Smart Choice Health Insurance™ to reduce confusion and increase confidence and capability to make this decision. Andragogy, an adult learning theory, was used to guide the development of the program and help ensure best practices are used to achieve desired outcomes. Using the six principles of andragogy, the team incorporated reality-based case studies, allowed adults time to practice, and emphasized choice making and many other elements to create an atmosphere conducive to adult learning. Results from Smart Choice indicate the program is successful in reducing confusion and increasing confidence. Furthermore, feedback from participants and trained educators indicates that adults were engaged in the program and found the materials useful. Based on program success, creation of new health insurance literacy programs grounded in adult education principles is under way.

Biological Principles and Threshold Concepts for Understanding Natural Selection. Implications for Developing Visualizations as a Pedagogic Tool

NASA Astrophysics Data System (ADS)

Tibell, Lena A. E.; Harms, Ute

2017-11-01

Modern evolutionary theory is both a central theory and an integrative framework of the life sciences. This is reflected in the common references to evolution in modern science education curricula and contexts. In fact, evolution is a core idea that is supposed to support biology learning by facilitating the organization of relevant knowledge. In addition, evolution can function as a pivotal link between concepts and highlight similarities in the complexity of biological concepts. However, empirical studies in many countries have for decades identified deficiencies in students' scientific understanding of evolution mainly focusing on natural selection. Clearly, there are major obstacles to learning natural selection, and we argue that to overcome them, it is essential to address explicitly the general abstract concepts that underlie the biological processes, e.g., randomness or probability. Hence, we propose a two-dimensional framework for analyzing and structuring teaching of natural selection. The first—purely biological—dimension embraces the three main principles variation, heredity, and selection structured in nine key concepts that form the core idea of natural selection. The second dimension encompasses four so-called thresholds, i.e., general abstract and/or non-perceptual concepts: randomness, probability, spatial scales, and temporal scales. We claim that both of these dimensions must be continuously considered, in tandem, when teaching evolution in order to allow development of a meaningful understanding of the process. Further, we suggest that making the thresholds tangible with the aid of appropriate kinds of visualizations will facilitate grasping of the threshold concepts, and thus, help learners to overcome the difficulties in understanding the central theory of life.

The Strange Friendship of Pauli and Jung - When Physics Met Psychology

ScienceCinema

Miller, Arthur I.

2018-05-23

At a key time in his scientific development, Pauli was undergoing analysis by Jung. What can we learn about Pauli's discoveries of the exclusion principle and the CPT theorem, as well as his thoughts on non-conservation of parity, and his quest with Heisenberg for a unified field theory of elementary particles from Jung’s analysis of his dreams? A very different Pauli emerges, one at odds with esteemed colleagues such as Niels Bohr and Werner Heisenberg.

The Strange Friendship of Pauli and Jung - When Physics Met Psychology

DOE Office of Scientific and Technical Information (OSTI.GOV)

Miller, Arthur I.

At a key time in his scientific development, Pauli was undergoing analysis by Jung. What can we learn about Pauli's discoveries of the exclusion principle and the CPT theorem, as well as his thoughts on non-conservation of parity, and his quest with Heisenberg for a unified field theory of elementary particles from Jung’s analysis of his dreams? A very different Pauli emerges, one at odds with esteemed colleagues such as Niels Bohr and Werner Heisenberg.

Neurolinguistics and psycholinguistics as a basis for computer acquisition of natural language

DOE Office of Scientific and Technical Information (OSTI.GOV)

Powers, D.M.W.

1983-04-01

Research into natural language understanding systems for computers has concentrated on implementing particular grammars and grammatical models of the language concerned. This paper presents a rationale for research into natural language understanding systems based on neurological and psychological principles. Important features of the approach are that it seeks to place the onus of learning the language on the computer, and that it seeks to make use of the vast wealth of relevant psycholinguistic and neurolinguistic theory. 22 references.

Getting started in business: from fantasy to reality.

PubMed

Finnigan, S

1996-01-01

Numerous theories and concepts of business management are available in the authoriatative literature. Some of the important lessons for getting started in business, and more important, staying in business may not, however, be found there. The practical business realities that influence success are the real-life lessons. They include examining worthwhile motives, applying commonsense approaches, demonstrating value to the customer, and achieving early and sustained profitability. Such lessons and other principles of entrepreneurship must be learned to create a successful beginning and long-term business viability.

Gauge/Gravity Duality

ScienceCinema

Polchinski, Joseph

2017-12-22

Gauge theories, which describe the particle interactions, are well understood, while quantum gravity leads to many puzzles. Remarkably, in recent years we have learned that these are actually dual, the same system written in different variables. On the one hand, this provides our most precise description of quantum gravity, resolves some long-standing paradoxes, and points to new principles. On the other, it gives a new perspective on strong interactions, with surprising connections to other areas of physics. I describe these ideas, and discuss current and future directions.

Transcultural nursing course in Tanzania, Africa.

PubMed

Owens, Rhoda

2012-06-01

A transcultural nursing course in Tanzania was offered in fall 2010 at Williston State College, located in North Dakota. Madeleine Leininger's Culture Care: Diversity and Universality Theory (Principles of Developing Cultural Competence) was the framework used for the experience. The course provided nursing students the opportunity to learn about the culture, health, and illness beliefs of Tanzanians; their values and practices; the prevalence of HIV/AIDS; and the differences and similarities between the healthcare systems, hospice/palliative care, and home visits in Tanzania as compared to the United States.

Real time unsupervised learning of visual stimuli in neuromorphic VLSI systems

PubMed Central

Giulioni, Massimiliano; Corradi, Federico; Dante, Vittorio; del Giudice, Paolo

2015-01-01

Neuromorphic chips embody computational principles operating in the nervous system, into microelectronic devices. In this domain it is important to identify computational primitives that theory and experiments suggest as generic and reusable cognitive elements. One such element is provided by attractor dynamics in recurrent networks. Point attractors are equilibrium states of the dynamics (up to fluctuations), determined by the synaptic structure of the network; a ‘basin’ of attraction comprises all initial states leading to a given attractor upon relaxation, hence making attractor dynamics suitable to implement robust associative memory. The initial network state is dictated by the stimulus, and relaxation to the attractor state implements the retrieval of the corresponding memorized prototypical pattern. In a previous work we demonstrated that a neuromorphic recurrent network of spiking neurons and suitably chosen, fixed synapses supports attractor dynamics. Here we focus on learning: activating on-chip synaptic plasticity and using a theory-driven strategy for choosing network parameters, we show that autonomous learning, following repeated presentation of simple visual stimuli, shapes a synaptic connectivity supporting stimulus-selective attractors. Associative memory develops on chip as the result of the coupled stimulus-driven neural activity and ensuing synaptic dynamics, with no artificial separation between learning and retrieval phases. PMID:26463272

Leveraging the power of Web 2.0 tools: a wiki platform as a multimedia teaching and learning environment in dental education.

PubMed

Salajan, Florin D; Mount, Greg J

2012-04-01

This article presents the development and implementation of a wiki-based application for the delivery of educational content in dentistry. The Dental Procedure Education System (DPES) is a new web application that uses SharePoint to combine online collaborative authoring characteristic of wiki spaces with instructional video documentaries. Harnessing the wiki's versatility, DPES offers faculty members an avenue to develop an authoritative source of information for both students, through DPES Pro, and the public at large, through DPES Public. Principles of cognitive theory of multimedia learning, constructivist theory, and collaborative writing were employed in the development of DPES. An authoring protocol, with a clearly defined sequence of steps, was established in order to keep the production of the DPES procedures consistent and predictable. Initial, anecdotal user reports indicate that DPES is well received among dental students and faculty members. Expected outcomes and benefits of DPES use are discussed, and directions for research are proposed.

Habituation based synaptic plasticity and organismic learning in a quantum perovskite

DOE PAGES

Zuo, Fan; Panda, Priyadarshini; Kotiuga, Michele; ...

2017-08-14

A central characteristic of living beings is the ability to learn from and respond to their environment leading to habit formation and decision making. This behavior, known as habituation, is universal among all forms of life with a central nervous system, and is also observed in single-cell organisms that do not possess a brain. Here, we report the discovery of habituation-based plasticity utilizing a perovskite quantum system by dynamical modulation of electron localization. Microscopic mechanisms and pathways that enable this organismic collective charge-lattice interaction are elucidated by first-principles theory, synchrotron investigations, ab initio molecular dynamics simulations, and in situ environmentalmore » breathing studies. In conclusion, we implement a learning algorithm inspired by the conductance relaxation behavior of perovskites that naturally incorporates habituation, and demonstrate learning to forget: a key feature of animal and human brains. Incorporating this elementary skill in learning boosts the capability of neural computing in a sequential, dynamic environment.« less

Habituation based synaptic plasticity and organismic learning in a quantum perovskite

DOE Office of Scientific and Technical Information (OSTI.GOV)

Zuo, Fan; Panda, Priyadarshini; Kotiuga, Michele

A central characteristic of living beings is the ability to learn from and respond to their environment leading to habit formation and decision making. This behavior, known as habituation, is universal among all forms of life with a central nervous system, and is also observed in single-cell organisms that do not possess a brain. Here, we report the discovery of habituation-based plasticity utilizing a perovskite quantum system by dynamical modulation of electron localization. Microscopic mechanisms and pathways that enable this organismic collective charge-lattice interaction are elucidated by first-principles theory, synchrotron investigations, ab initio molecular dynamics simulations, and in situ environmentalmore » breathing studies. In conclusion, we implement a learning algorithm inspired by the conductance relaxation behavior of perovskites that naturally incorporates habituation, and demonstrate learning to forget: a key feature of animal and human brains. Incorporating this elementary skill in learning boosts the capability of neural computing in a sequential, dynamic environment.« less

Facilitating behavioral learning and habit change in voice therapy--theoretic premises and practical strategies.

PubMed

Iwarsson, Jenny

2015-12-01

A typical goal of voice therapy is a behavioral change in the patient's everyday speech. The SLP's plan for voice therapy should therefore optimally include strategies for automatization. The aim of the present study was to identify and describe factors that promote behavioral learning and habit change in voice behavior and have the potential to affect patient compliance and thus therapy outcome. Research literature from the areas of motor and behavioral learning, habit formation, and habit change was consulted. Also, specific elements from personal experience of clinical voice therapy are described and discussed from a learning theory perspective. Nine factors that seem to be relevant to facilitate behavioral learning and habit change in voice therapy are presented, together with related practical strategies and theoretical underpinnings. These are: 1) Cue-altering; 2) Attention exercises; 3) Repetition; 4) Cognitive activation; 5) Negative practice; 6) Inhibition through interruption; 7) Decomposing complex behavior; 8) The 'each time-every time' principle; and 9) Successive implementation of automaticity.

The Use of Learning Study in Designing Examples for Teaching Physics

NASA Astrophysics Data System (ADS)

Guo, Jian-Peng; Yang, Ling-Yan; Ding, Yi

2017-07-01

Researchers have consistently demonstrated that studying multiple examples is more effective than studying one example because comparing multiple examples can promote schema construction and facilitate discernment of critical aspects. Teachers, however, are usually absent from those self-led text-based studies. In this experimental study, a learning study approach based on variation theory was adopted to examine the effectiveness of teachers' different ways of designing multiple examples in helping students learn a physics principle. Three hundred and fifty-one tenth-grade students learned to distinguish action-reaction from equilibrium (a) by comparing examples that varied critical aspects first separately and then simultaneously, or (b) by comparing examples that separately varied critical aspects only. Results showed that students with average academic attainment benefited more from comparing examples in the first condition. Students with higher academic attainment learned equally within both conditions. This finding supports the advantage of simultaneous variation. The characteristics of students and instructional support should be taken into account when considering the effectiveness of patterns of variation.

The Plasticity of Extinction: Contribution of the Prefrontal Cortex in Treating Addiction through Inhibitory Learning

PubMed Central

Gass, J. T.; Chandler, L. J.

2013-01-01

Theories of drug addiction that incorporate various concepts from the fields of learning and memory have led to the idea that classical and operant conditioning principles underlie the compulsiveness of addictive behaviors. Relapse often results from exposure to drug-associated cues, and the ability to extinguish these conditioned behaviors through inhibitory learning could serve as a potential therapeutic approach for those who suffer from addiction. This review will examine the evidence that extinction learning alters neuronal plasticity in specific brain regions and pathways. In particular, subregions of the prefrontal cortex (PFC) and their projections to other brain regions have been shown to differentially modulate drug-seeking and extinction behavior. Additionally, there is a growing body of research demonstrating that manipulation of neuronal plasticity can alter extinction learning. Therefore, the ability to alter plasticity within areas of the PFC through pharmacological manipulation could facilitate the acquisition of extinction and provide a novel intervention to aid in the extinction of drug-related memories. PMID:23750137

Safety in numbers 7: Veni, vidi, duci: a grounded theory evaluation of nursing students' medication dosage calculation problem-solving schemata construction.

PubMed

Weeks, Keith W; Higginson, Ray; Clochesy, John M; Coben, Diana

2013-03-01

This paper evaluates nursing students' transition through schemata construction and competence development in medication dosage calculation problem-solving (MDC-PS). We advance a grounded theory from interview data that reflects the experiences and perceptions of two groups of undergraduate pre-registration nursing students: eight students exposed to a prototype authentic MDC-PS environment and didactic transmission methods of education and 15 final year students exposed to the safeMedicate authentic MDC-PS environment. We advance a theory of how classroom-based 'chalk and talk' didactic transmission environments offered multiple barriers to accurate MDC-PS schemata construction among novice students. While conversely it was universally perceived by all students that authentic learning and assessment environments enabled MDC-PS schemata construction through facilitating: 'seeing' the authentic features of medication dosage problems; context-based and situational learning; learning within a scaffolded environment that supported construction of cognitive links between the concrete world of clinical MDC-PS and the abstract world of mathematics; and confidence-building in their cognitive and functional competence ability. Drawing on the principle of veni, vidi, duci (I came, I saw, I calculated), we combined the two sets of evaluations to offer a grounded theoretical basis for schemata construction and competence development within this critical domain of professional practice. Copyright © 2012 Elsevier Ltd. All rights reserved.

TRIZ theory in NEA photocathode preparation system

NASA Astrophysics Data System (ADS)

Qiao, Jianliang; Huang, Dayong; Li, Xiangjiang; Gao, Youtang

2016-09-01

The solutions to the engineering problems were provided according to the innovation principle based on the theory of TRIZ. The ultra high vacuum test and evaluation system for the preparation of negative electron affinity (NEA) photocathode has the characteristics of complex structure and powerful functions. Segmentation principle, advance function principle, curved surface principle, dynamic characteristics principle and nested principle adopted by the design of ultra high vacuum test and evaluation system for cathode preparation were analyzed. The applications of the physical contradiction and the substance-field analysis method of the theory of TRIZ in the cathode preparation ultra high vacuum test and evaluation system were discussed.

Toward a theory of organisms: Three founding principles in search of a useful integration

PubMed Central

SOTO, ANA M.; LONGO, GIUSEPPE; MIQUEL, PAUL-ANTOINE; MONTEVIL, MAËL; MOSSIO, MATTEO; PERRET, NICOLE; POCHEVILLE, ARNAUD; SONNENSCHEIN, CARLOS

2016-01-01

Organisms, be they uni- or multi-cellular, are agents capable of creating their own norms; they are continuously harmonizing their ability to create novelty and stability, that is, they combine plasticity with robustness. Here we articulate the three principles for a theory of organisms proposed in this issue, namely: the default state of proliferation with variation and motility, the principle of variation and the principle of organization. These principles profoundly change both biological observables and their determination with respect to the theoretical framework of physical theories. This radical change opens up the possibility of anchoring mathematical modeling in biologically proper principles. PMID:27498204

The computational nature of memory modification.

PubMed

Gershman, Samuel J; Monfils, Marie-H; Norman, Kenneth A; Niv, Yael

2017-03-15

Retrieving a memory can modify its influence on subsequent behavior. We develop a computational theory of memory modification, according to which modification of a memory trace occurs through classical associative learning, but which memory trace is eligible for modification depends on a structure learning mechanism that discovers the units of association by segmenting the stream of experience into statistically distinct clusters (latent causes). New memories are formed when the structure learning mechanism infers that a new latent cause underlies current sensory observations. By the same token, old memories are modified when old and new sensory observations are inferred to have been generated by the same latent cause. We derive this framework from probabilistic principles, and present a computational implementation. Simulations demonstrate that our model can reproduce the major experimental findings from studies of memory modification in the Pavlovian conditioning literature.

Steps towards incorporating heterogeneities into program theory: A case study of a data-driven approach.

PubMed

Sridharan, Sanjeev; Jones, Bobby; Caudill, Barry; Nakaima, April

2016-10-01

This paper describes a framework that can help refine program theory through data explorations and stakeholder dialogue. The framework incorporates the following steps: a recognition that program implementation might need to be multi-phased for a number of interventions, the need to take stock of program theory, the application of pattern recognition methods to help identify heterogeneous program mechanisms, and stakeholder dialogue to refine the program. As part of the data exploration, a method known as developmental trajectories is implemented to learn about heterogeneous trajectories of outcomes in longitudinal evaluations. This method identifies trajectory clusters and also can estimate different treatment impacts for the various groups. The framework is highlighted with data collected in an evaluation of an alcohol risk-reduction program delivered in a college fraternity setting. The framework discussed in the paper is informed by a realist focus on "what works for whom under what contexts." The utility of the framework in contributing to a dialogue on heterogeneous mechanism and subsequent implementation is described. The connection of the ideas in paper to a 'learning through principled discovery' approach is also described. Copyright © 2016. Published by Elsevier Ltd.

The cognitive apprenticeship theory for the teaching of mathematics in an online 3D virtual environment

NASA Astrophysics Data System (ADS)

Bouta, Hara; Paraskeva, Fotini

2013-03-01

Research spanning two decades shows that there is a continuing development of 3D virtual worlds and investment in such environments for educational purposes. Research stresses the need for these environments to be well-designed and for suitable pedagogies to be implemented in the teaching practice in order for these worlds to be fully effective. To this end, we propose a pedagogical framework based on the cognitive apprenticeship for deriving principles and guidelines to inform the design, development and use of a 3D virtual environment. This study examines how the use of a 3D virtual world facilitates the teaching of mathematics in primary education by combining design principles and guidelines based on the Cognitive Apprenticeship Theory and the teaching methods that this theory introduces. We focus specifically on 5th and 6th grade students' engagement (behavioral, affective and cognitive) while learning fractional concepts over a period of two class sessions. Quantitative and qualitative analyses indicate considerable improvement in the engagement of the students who participated in the experiment. This paper presents the findings regarding students' cognitive engagement in the process of comprehending basic fractional concepts - notoriously hard for students to master. The findings are encouraging and suggestions are made for further research.

Principles of General Systems Theory: Some Implications for Higher Education Administration

ERIC Educational Resources Information Center

Gilliland, Martha W.; Gilliland, J. Richard

1978-01-01

Three principles of general systems theory are presented and systems theory is distinguished from systems analysis. The principles state that all systems tend to become more disorderly, that they must be diverse in order to be stable, and that only those maximizing their resource utilization for doing useful work will survive. (Author/LBH)

The Principle of General Tovariance

NASA Astrophysics Data System (ADS)

Heunen, C.; Landsman, N. P.; Spitters, B.

2008-06-01

We tentatively propose two guiding principles for the construction of theories of physics, which should be satisfied by a possible future theory of quantum gravity. These principles are inspired by those that led Einstein to his theory of general relativity, viz. his principle of general covariance and his equivalence principle, as well as by the two mysterious dogmas of Bohr's interpretation of quantum mechanics, i.e. his doctrine of classical concepts and his principle of complementarity. An appropriate mathematical language for combining these ideas is topos theory, a framework earlier proposed for physics by Isham and collaborators. Our principle of general tovariance states that any mathematical structure appearing in the laws of physics must be definable in an arbitrary topos (with natural numbers object) and must be preserved under so-called geometric morphisms. This principle identifies geometric logic as the mathematical language of physics and restricts the constructions and theorems to those valid in intuitionism: neither Aristotle's principle of the excluded third nor Zermelo's Axiom of Choice may be invoked. Subsequently, our equivalence principle states that any algebra of observables (initially defined in the topos Sets) is empirically equivalent to a commutative one in some other topos.

A single instrument: engineering and engineering technology students demonstrating competence in ethics and professional standards.

PubMed

Feldhaus, Charles R; Wolter, Robert M; Hundley, Stephen P; Diemer, Tim

2006-04-01

This paper details efforts by the Purdue School of Engineering and Technology at Indiana University Purdue University Indianapolis (IUPUI) to create a single instrument for honors science, technology, engineering and mathematics (STEM) students wishing to demonstrate competence in the IUPUI Principles of Undergraduate Learning (PUL's) and Accreditation Board for Engineering and Technology (ABET) Engineering Accreditation Criterion (EAC) and Technology Accreditation Criterion (TAC) 2, a through k. Honors courses in Human Behavior, Ethical Decision-Making, Applied Leadership, International Issues and Leadership Theories and Processes were created along with a specific menu of activities and an assessment rubric based on PUL's and ABET criteria to evaluate student performance in the aforementioned courses. Students who complete the series of 18 Honors Credit hours are eligible for an Honors Certificate in Leadership Studies from the Department of Organizational Leadership and Supervision. Finally, an accounting of how various university assessment criteria, in this case the IUPUI Principles of Undergraduate Learning, can be linked to ABET outcomes and prove student competence in both, using the aforementioned courses, menu of items, and assessment rubrics; these will be analyzed and discussed.

Community-based prevention marketing: organizing a community for health behavior intervention.

PubMed

Bryant, Carol A; Brown, Kelli R McCormack; McDermott, Robert J; Forthofer, Melinda S; Bumpus, Elizabeth C; Calkins, Susan A; Zapata, Lauren B

2007-04-01

This article describes the application and refinement of community-based prevention marketing (CBPM), an example of community-based participatory research that blends social marketing theories and techniques and community organization principles to guide voluntary health behavior change. The Florida Prevention Research Center has worked with a community coalition in Sarasota County, Florida to define locally important health problems and issues and to develop responsive health-promotion interventions. The CBPM framework has evolved as academic and community-based researchers have gained experience applying it. Community boards can use marketing principles to design evidence-based strategies for addressing local public health concerns. Based on 6 years of experience with the "Believe in All Your Possibilities" program, lessons learned that have led to revision and improvement of the CBPM framework are described.

Shortfall online: The development of an educational computer game for teaching sustainable engineering to Millennial Generation students

NASA Astrophysics Data System (ADS)

Gennett, Zachary Andrew

Millennial Generation students bring significant learning and teaching challenges to the classroom, because of their unique learning styles, breadth of interests related to social and environmental issues, and intimate experiences with technology. As a result, there has been an increased willingness at many universities to experiment with pedagogical strategies that depart from a traditional "learning by listening" model, and move toward more innovative methods involving active learning through computer games. In particular, current students typically express a strong interest in sustainability in which economic concerns must be weighed relative to environmental and social responsibilities. A game-based setting could prove very effective for fostering an operational understanding of these tradeoffs, and especially the social dimension which remains largely underdeveloped relative to the economic and environmental aspects. Through an examination of the educational potential of computer games, this study hypothesizes that to acquire the skills necessary to manage and understand the complexities of sustainability, Millennial Generation students must be engaged in active learning exercises that present dynamic problems and foster a high level of social interaction. This has led to the development of an educational computer game, entitled Shortfall, which simulates a business milieu for testing alternative paths regarding the principles of sustainability. This study examines the evolution of Shortfall from an educational board game that teaches the principles of environmentally benign manufacturing, to a completely networked computer game, entitled Shortfall Online that teaches the principles of sustainability. A capital-based theory of sustainability is adopted to more accurately convey the tradeoffs and opportunity costs among economic prosperity, environmental preservation, and societal responsibilities. While the economic and environmental aspects of sustainability have received considerable attention in traditional pedagogical approaches, specific focus is provided for the social dimension of sustainability, as it had remained largely underdeveloped. To measure social sustainability and provide students with an understanding of its significance, a prospective metric utilizing a social capital peer-evaluation survey, unique to Shortfall, is developed.

General relativity in upper secondary school: Design and evaluation of an online learning environment using the model of educational reconstruction

NASA Astrophysics Data System (ADS)

Kersting, Magdalena; Henriksen, Ellen Karoline; Bøe, Maria Vetleseter; Angell, Carl

2018-06-01

Because of its abstract nature, Albert Einstein's theory of general relativity is rarely present in school physics curricula. Although the educational community has started to investigate ways of bringing general relativity to classrooms, field-tested educational material is rare. Employing the model of educational reconstruction, we present a collaborative online learning environment that was introduced to final year students (18-19 years old) in six Norwegian upper secondary physics classrooms. Design-based research methods guided the development of the learning resources, which were based on a sociocultural view of learning and a historical-philosophical approach to teaching general relativity. To characterize students' learning from and interaction with the learning environment we analyzed focus group interviews and students' oral and written responses to assigned problems and discussion tasks. Our findings show how design choices on different levels can support or hinder understanding of general relativity, leading to the formulation of design principles that help to foster qualitative understanding and encourage collaborative learning. The results indicate that upper secondary students can obtain a qualitative understanding of general relativity when provided with appropriately designed learning resources and sufficient scaffolding of learning through interaction with teacher and peers.

Development of multimedia informational tools for breast cancer patients with low levels of health literacy.

PubMed

Hart, Tae L; Blacker, Susan; Panjwani, Aliza; Torbit, Lindsey; Evans, Michael

2015-03-01

To create informational tools for breast cancer patients with low levels of health literacy. Tools were developed through a three-stage process. (1) Focus groups were conducted with breast cancer survivors and interviews were held with health educators to determine content, source of information, format and medium of the tools. (2) Based on this feedback, a suite of tools was developed. (3) Focus groups were reconvened and health educators re-interviewed to obtain feedback and determine satisfaction. We developed a suite of five informational tools using low health literacy principles, which focused on learning about breast cancer resources and learning about the members of one's healthcare team, understanding the "journey" or trajectory of care beginning at diagnosis, hearing from other breast cancer patients about their own journey, and becoming informed about what to expect pre-and post-surgery for breast cancer. The final products were rated highly by breast cancer survivors. The developed materials, designed for patients who read below an 8th grade level, reflect the informational needs reported by breast cancer patients. Healthcare providers must consider utilizing design principles and theories of adult learning appropriate for those with low health literacy. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

The Jet Principle: Technologies Provide Border Conditions for Global Learning

ERIC Educational Resources Information Center

Ahamer, Gilbert

2012-01-01

Purpose: The purpose of this paper is to first define the "jet principle" of (e-)learning as providing dynamically suitable framework conditions for enhanced learning procedures that combine views from multiple cultures of science. Second it applies this principle to the case of the "Global Studies" curriculum, a unique…

Diversity Within Unity: Essential Principles for Teaching and Learning in a Multicultural Society.

ERIC Educational Resources Information Center

Banks, James A.; Cookson, Peter; Gay, Geneva; Hawley, Willis D.; Irvine, Jacqueline Jordan; Nieto, Sonia; Schofield, Janet Ward; Stephen, Walter G.

2001-01-01

Discusses 12 essential principles to help schools teach democratic values in a multicultural society. Derived from findings of the Multicultural Education Consensus Panel to review and synthesize research on diversity, principles are organized into five categories: Teacher learning; student learning; intergroup relations; school governance,…

The Psychology of Close Relationships: Fourteen Core Principles.

PubMed

Finkel, Eli J; Simpson, Jeffry A; Eastwick, Paul W

2017-01-03

Relationship science is a theory-rich discipline, but there have been no attempts to articulate the broader themes or principles that cut across the theories themselves. We have sought to fill that void by reviewing the psychological literature on close relationships, particularly romantic relationships, to extract its core principles. This review reveals 14 principles, which collectively address four central questions: (a) What is a relationship? (b) How do relationships operate? (c) What tendencies do people bring to their relationships? (d) How does the context affect relationships? The 14 principles paint a cohesive and unified picture of romantic relationships that reflects a strong and maturing discipline. However, the principles afford few of the sorts of conflicting predictions that can be especially helpful in fostering novel theory development. We conclude that relationship science is likely to benefit from simultaneous pushes toward both greater integration across theories (to reduce redundancy) and greater emphasis on the circumstances under which existing (or not-yet-developed) principles conflict with one another.

Independence of the uniformity principle from Church's thesis in intuitionistic set theory

NASA Astrophysics Data System (ADS)

Khakhanyan, V. Kh

2013-12-01

We prove the independence of the strong uniformity principle from Church's thesis with choice in intuitionistic set theory with the axiom of extensionality extended by Markov's principle and the double complement for sets.

A restricted proof that the weak equivalence principle implies the Einstein equivalence principle

NASA Technical Reports Server (NTRS)

Lightman, A. P.; Lee, D. L.

1973-01-01

Schiff has conjectured that the weak equivalence principle (WEP) implies the Einstein equivalence principle (EEP). A proof is presented of Schiff's conjecture, restricted to: (1) test bodies made of electromagnetically interacting point particles, that fall from rest in a static, spherically symmetric gravitational field; (2) theories of gravity within a certain broad class - a class that includes almost all complete relativistic theories that have been found in the literature, but with each theory truncated to contain only point particles plus electromagnetic and gravitational fields. The proof shows that every nonmentric theory in the class (every theory that violates EEP) must violate WEP. A formula is derived for the magnitude of the violation. It is shown that WEP is a powerful theoretical and experimental tool for constraining the manner in which gravity couples to electromagnetism in gravitation theories.

Free-energy and the brain

PubMed Central

Friston, Karl J.; Stephan, Klaas E.

2009-01-01

If one formulates Helmholtz’s ideas about perception in terms of modern-day theories one arrives at a model of perceptual inference and learning that can explain a remarkable range of neurobiological facts. Using constructs from statistical physics it can be shown that the problems of inferring what cause our sensory input and learning causal regularities in the sensorium can be resolved using exactly the same principles. Furthermore, inference and learning can proceed in a biologically plausible fashion. The ensuing scheme rests on Empirical Bayes and hierarchical models of how sensory information is generated. The use of hierarchical models enables the brain to construct prior expectations in a dynamic and context-sensitive fashion. This scheme provides a principled way to understand many aspects of the brain’s organisation and responses. In this paper, we suggest that these perceptual processes are just one emergent property of systems that conform to a free-energy principle. The free-energy considered here represents a bound on the surprise inherent in any exchange with the environment, under expectations encoded by its state or configuration. A system can minimise free-energy by changing its configuration to change the way it samples the environment, or to change its expectations. These changes correspond to action and perception respectively and lead to an adaptive exchange with the environment that is characteristic of biological systems. This treatment implies that the system’s state and structure encode an implicit and probabilistic model of the environment. We will look at models entailed by the brain and how minimisation of free-energy can explain its dynamics and structure. PMID:19325932

Perceptions of Pre-Service Teachers on the Design of a Learning Environment Based on the Seven Principles of Good Practice

ERIC Educational Resources Information Center

Al-Furaih, Suad Abdul Aziz

2017-01-01

This study explored the perceptions of 88 pre-service teachers on the design of a learning environment using the Seven Principles of Good Practice and its effect on participants' abilities to create their Cloud Learning Environment (CLE). In designing the learning environment, a conceptual model under the name 7 Principles and Integrated Learning…

Design of a Blended Learning Environment Based on Merrill’s Principles

NASA Astrophysics Data System (ADS)

Simarmata, Janner; Djohar, Asari; Purba, Janulis; Juanda, Enjang A.

2018-01-01

Designing blended learning courses requires a systematic approach, in instructional design decisions and implementations, instructional principles help educators not only to specify the elements of the course, but also to provide a solid base from which to build the technology. The blended learning course was designed based on Merrill’s First Principles of Instruction with five phases. This paper helps inform educators about how to develop appropriate learning styles and preferences according to students’ learning needs.

Microeconomics, Private Security, and the Significance to Operational Planning

DTIC Science & Technology

2013-05-23

of microeconomic principles of supply-demand theory by looking at specific conceptual variables to determine the relationship and influence on the... microeconomic principles of supply-demand theory by looking at specific conceptual variables to determine the relationship and influence on the...study to include existing conceptual understandings of the industry, the microeconomic principles of supply- demand theory, the theoretic framework

Healthy eating design guidelines for school architecture.

PubMed

Huang, Terry T-K; Sorensen, Dina; Davis, Steven; Frerichs, Leah; Brittin, Jeri; Celentano, Joseph; Callahan, Kelly; Trowbridge, Matthew J

2013-01-01

We developed a new tool, Healthy Eating Design Guidelines for School Architecture, to provide practitioners in architecture and public health with a practical set of spatially organized and theory-based strategies for making school environments more conducive to learning about and practicing healthy eating by optimizing physical resources and learning spaces. The design guidelines, developed through multidisciplinary collaboration, cover 10 domains of the school food environment (eg, cafeteria, kitchen, garden) and 5 core healthy eating design principles. A school redesign project in Dillwyn, Virginia, used the tool to improve the schools' ability to adopt a healthy nutrition curriculum and promote healthy eating. The new tool, now in a pilot version, is expected to evolve as its components are tested and evaluated through public health and design research.

[Psychological theories of motivation].

PubMed

Quoniam, Nolwenn; Bungener, Catherine

2004-03-01

The comprehension of the principles guiding the human actions has always been an important aspect of philosophy. The development of experimental psychology first completely rejected all mental explanations such as will, intentions or motives. Behavior should then only be understood as determined by conditioning and learning. However, different theories denied that human behavior could be considered as purely reactive to the environment and stressed the active role of the organism on the environment. Theories from the humanist psychology and the social psychology described two kinds of motivation. The extrinsic motivation results from external stimuli and the intrinsic motivation from the organism himself. Our behavior is therefore determined by an interaction between our beliefs, expectations, needs and the environment. Actually, the concept of motivation is not well specified. It refers either to a global dynamic structure responsible for action either to a specific tendency toward some specific actions. Anyway, motivation is a concept infered from behavior. Therefore, its evaluation could only be secondary.

The ABCs of an evolutionary education science: The academic, behavioral, and cultural implications of an evolutionary approach to education theory and practice

NASA Astrophysics Data System (ADS)

Kauffman, Rick, Jr.

Calls for improving research-informed policy in education are everywhere. Yet, while there is an increasing trend towards science-based practice, there remains little agreement over which of the sciences to consult and how to organize a collective effort between them. What Education lacks is a general theoretical framework through which policies can be constructed, implemented, and assessed. This dissertation submits that evolutionary theory can provide a suitable framework for coordinating educational policies and practice, and can provide the entire field of education with a clearer sense of how to better manage the learning environment. This dissertation explores two broad paths that outline the conceptual foundations for an Evolutionary Education Science: "Teaching Evolution" and "Using Evolution to Teach." Chapter 1 introduces both of these themes. After describing why evolutionary science is best suited for organizing education research and practice, Chapter 1 proceeds to "teach" an overview of the "evolutionary toolkit"---the mechanisms and principles that underlie the modern evolutionary perspective. The chapter then employs the "toolkit" in examining education from an evolutionary perspective, outlining the evolutionary precepts that can guide theorizing and research in education, describing how educators can "use evolution to teach.". Chapters 2-4 expand on this second theme. Chapters 2 and 3 describe an education program for at-risk 9th and 10th grade students, the Regents Academy, designed entirely with evolutionary principles in mind. The program was rigorously assessed in a randomized control design and has demonstrated success at improving students' academic performance (Chapter 2) and social & behavioral development (Chapter 3). Chapter 4 examines current teaching strategies that underlie effective curriculum-instruction-assessment practices and proposes a framework for organizing successful, evidence-based strategies for neural-/cognitive-focused learning goals. Chapter 5 explores the cognitive effects that "teaching evolution" has on the learner. This chapter examines the effects that a course on evolutionary theory has on university undergraduate students in understanding and applying evolution and how learning the evolutionary toolkit affects critical thinking skills and domain transfer of knowledge. The results demonstrate that a single course on evolutionary theory increases students' acceptance and understanding of evolution and science, and, in effect, increases critical thinking performance.

The neuroscience of learning.

PubMed

Collins, John W

2007-10-01

Significant advances have been made in understanding the neurophysiological basis of learning, including the discovery of mirror neurons and the role of cyclic adenosine monophosphate (cAMP) responsive element binding (CREB) protein in learning. Mirror neurons help us visually compare an observed activity with a remembered action in our memory, an ability that helps us imitate and learn through watching. Long-term potentiation, the Hebb rule, and CREB protein are associated with the formation of long-term memories. Conversely, protein phosphatase 1 and glucocorticoids are neurophysiological phenomena that limit what can be learned and cause forgetfulness. Gardner's theory of multiple intelligences contends that different areas of the brain are responsible for different competencies that we all possess to varying degrees. These multiple intelligences can be used as strategies for improved learning. Repeating material, using mnemonics, and avoiding overwhelming stress are other strategies for improving learning. Imaging studies have shown that practice with resultant learning results in significantly less use of brain areas, indicating that the brain becomes more efficient. Experts have advantages over novices, including increased cognitive processing efficiency. Nurses are in a unique position to use their understanding of neurophysiological principles to implement better educational strategies to provide quality education to patients and others.

Habituation based synaptic plasticity and organismic learning in a quantum perovskite.

PubMed

Zuo, Fan; Panda, Priyadarshini; Kotiuga, Michele; Li, Jiarui; Kang, Mingu; Mazzoli, Claudio; Zhou, Hua; Barbour, Andi; Wilkins, Stuart; Narayanan, Badri; Cherukara, Mathew; Zhang, Zhen; Sankaranarayanan, Subramanian K R S; Comin, Riccardo; Rabe, Karin M; Roy, Kaushik; Ramanathan, Shriram

2017-08-14

A central characteristic of living beings is the ability to learn from and respond to their environment leading to habit formation and decision making. This behavior, known as habituation, is universal among all forms of life with a central nervous system, and is also observed in single-cell organisms that do not possess a brain. Here, we report the discovery of habituation-based plasticity utilizing a perovskite quantum system by dynamical modulation of electron localization. Microscopic mechanisms and pathways that enable this organismic collective charge-lattice interaction are elucidated by first-principles theory, synchrotron investigations, ab initio molecular dynamics simulations, and in situ environmental breathing studies. We implement a learning algorithm inspired by the conductance relaxation behavior of perovskites that naturally incorporates habituation, and demonstrate learning to forget: a key feature of animal and human brains. Incorporating this elementary skill in learning boosts the capability of neural computing in a sequential, dynamic environment.Habituation is a learning mechanism that enables control over forgetting and learning. Zuo, Panda et al., demonstrate adaptive synaptic plasticity in SmNiO 3 perovskites to address catastrophic forgetting in a dynamic learning environment via hydrogen-induced electron localization.

The Cognitive Science of Learning: Concepts and Strategies for the Educator and Learner.

PubMed

Weidman, Joseph; Baker, Keith

2015-12-01

Education is the fundamental process used to develop and maintain the professional skills of physicians. Medical students, residents, and fellows are expected to learn considerable amounts of information as they progress toward board certification. Established practitioners must continue to learn in an effort to remain up-to-date in their clinical realm. Those responsible for educating these populations endeavor to teach in a manner that is effective, efficient, and durable. The study of learning and performance is a subdivision of the field of cognitive science that focuses on how people interpret and process information and how they eventually develop mastery. A deeper understanding of how individuals learn can empower both educators and learners to be more effective in their endeavors. In this article, we review a number of concepts found in the literature on learning and performance. We address both the theoretical principles and the practical applications of each concept. Cognitive load theory, constructivism, and analogical transfer are concepts particularly beneficial to educators. An understanding of goal orientation, metacognition, retrieval, spaced learning, and deliberate practice will primarily benefit the learner. When these concepts are understood and incorporated into education and study, the effectiveness of learning is significantly improved.

Instructors' Use of the Principles of Teaching and Learning during College Class Sessions

ERIC Educational Resources Information Center

Foster, Daniel D.; Whittington, M. Susie

2017-01-01

The purpose of this study was to measure the frequency of utilization of the Principles of Teaching and Learning (Newcomb, McCracken, Warmbrod, & Whittington, 2004) during college class sessions. Process-product research was implemented (Gage, 1972; Rosenshine & Furst, 1973) using the Principles of Teaching and Learning Assessment (PTLA)…

To what extent can PBL principles be applied in blended learning: Lessons learned from health master programs.

PubMed

de Jong, N; Krumeich, J S M; Verstegen, D M L

2017-02-01

Maastricht University has been actively exploring blended learning approaches to PBL in Health Master Programs. Key principles of PBL are, learning should be constructive, self-directed, collaborative, and contextual. The purpose is to explore whether these principles are applicable in blended learning. The programs, Master of Health Services Innovation (case 1), Master Programme in Global Health (case 2), and the Master of Health Professions Education (case 3), used a Virtual Learning Environment for exchanging material and were independently analyzed. Quantitative data were collected for cases 1 and 2. Simple descriptive analyses such as frequencies were performed. Qualitative data for cases 1 and 3 were collected via (focus group) interviews. All PBL principles could be recognized in case 1. Case 2 seemed to be more project-based. In case 3, collaboration between students was not possible because of a difference in time-zones. Important educational aspects: agreement on rules for (online) sessions; visual contact (student-student and student-teacher), and frequent feedback. PBL in a blended learning format is perceived to be an effective strategy. The four principles of PBL can be unified in PBL with a blended learning format, although the extent to which each principle can be implemented can differ.

Defining the requisite knowledge for providers of in-service professional development for K--12 teachers of science: Refining the construct

NASA Astrophysics Data System (ADS)

Tucker, Deborah L.

Purpose. The purpose of this grounded theory study was to refine, using a Delphi study process, the four categories of the theoretical model of the comprehensive knowledge base required by providers of professional development for K-12 teachers of science generated from a review of the literature. Methodology. This grounded theory study used data collected through a modified Delphi technique and interviews to refine and validate the literature-based knowledge base required by providers of professional development for K-12 teachers of science. Twenty-three participants, experts in the fields of science education, how people learn, instructional and assessment strategies, and learning contexts, responded to the study's questions. Findings. By "densifying" the four categories of the knowledge base, this study determined the causal conditions (the science subject matter knowledge), the intervening conditions (how people learn), the strategies (the effective instructional and assessment strategies), and the context (the context and culture of formal learning environments) surrounding the science professional development process. Eight sections were added to the literature-based knowledge base; the final model comprised of forty-nine sections. The average length of the operational definitions increased nearly threefold and the number of citations per operational definition increased more than twofold. Conclusions. A four-category comprehensive model that can serve as the foundation for the knowledge base required by science professional developers now exists. Subject matter knowledge includes science concepts, inquiry, the nature of science, and scientific habits of mind; how people learn includes the principles of learning, active learning, andragogy, variations in learners, neuroscience and cognitive science, and change theory; effective instructional and assessment strategies include constructivist learning and inquiry-based teaching, differentiation of instruction, making knowledge and thinking accessible to learners, automatic and fluent retrieval of nonscience-specific skills, and science assessment and assessment strategies, science-specific instructional strategies, and safety within a learning environment; and, contextual knowledge includes curriculum selection and implementation strategies and knowledge of building program coherence. Recommendations. Further research on the use of which specific instructional strategies identified in the refined knowledge base have positive, significant effect sizes for adult learners is recommended.

Using script theory to cultivate illness script formation and clinical reasoning in health professions education.

PubMed

Lubarsky, Stuart; Dory, Valérie; Audétat, Marie-Claude; Custers, Eugène; Charlin, Bernard

2015-01-01

Script theory proposes an explanation for how information is stored in and retrieved from the human mind to influence individuals' interpretation of events in the world. Applied to medicine, script theory focuses on knowledge organization as the foundation of clinical reasoning during patient encounters. According to script theory, medical knowledge is bundled into networks called 'illness scripts' that allow physicians to integrate new incoming information with existing knowledge, recognize patterns and irregularities in symptom complexes, identify similarities and differences between disease states, and make predictions about how diseases are likely to unfold. These knowledge networks become updated and refined through experience and learning. The implications of script theory on medical education are profound. Since clinician-teachers cannot simply transfer their customized collections of illness scripts into the minds of learners, they must create opportunities to help learners develop and fine-tune their own sets of scripts. In this essay, we provide a basic sketch of script theory, outline the role that illness scripts play in guiding reasoning during clinical encounters, and propose strategies for aligning teaching practices in the classroom and the clinical setting with the basic principles of script theory.

Psychological theory and pedagogical effectiveness: the learning promotion potential framework.

PubMed

Tomlinson, Peter

2008-12-01

After a century of educational psychology, eminent commentators are still lamenting problems besetting the appropriate relating of psychological insights to teaching design, a situation not helped by the persistence of crude assumptions concerning the nature of pedagogical effectiveness. To propose an analytical or meta-theoretical framework based on the concept of learning promotion potential (LPP) as a basis for understanding the basic relationship between psychological insights and teaching strategies, and to draw out implications for psychology-based pedagogical design, development and research. This is a theoretical and meta-theoretical paper relying mainly on conceptual analysis, though also calling on psychological theory and research. Since teaching consists essentially in activity designed to promote learning, it follows that a teaching strategy has the potential in principle to achieve particular kinds of learning gains (LPP) to the extent that it embodies or stimulates the relevant learning processes on the part of learners and enables the teacher's functions of on-line monitoring and assistance for such learning processes. Whether a teaching strategy actually does realize its LPP by way of achieving its intended learning goals depends also on the quality of its implementation, in conjunction with other factors in the situated interaction that teaching always involves. The core role of psychology is to provide well-grounded indication of the nature of such learning processes and the teaching functions that support them, rather than to directly generate particular ways of teaching. A critically eclectic stance towards potential sources of psychological insight is argued for. Applying this framework, the paper proposes five kinds of issue to be attended to in the design and evaluation of psychology-based pedagogy. Other work proposing comparable ideas is briefly reviewed, with particular attention to similarities and a key difference with the ideas of Oser and Baeriswyl (2001).

Educating Through Exploration: Emerging Evidence for Improved Learning Outcomes Using a New Theory of Digital Learning Design

NASA Astrophysics Data System (ADS)

Anbar, Ariel; Center for Education Through eXploration

2018-01-01

Advances in scientific visualization and public access to data have transformed science outreach and communication, but have yet to realize their potential impacts in the realm of education. Computer-based learning is a clear bridge between visualization and education that benefits students through adaptative personalization and enhanced access. Building this bridge requires close partnerships among scientists, technologists, and educators.The Infiniscope project fosters such partnerships to produce exploration-driven online learning experiences that teach basic science concepts using a combination of authentic space science narratives, data, and images, and a personalized guided inquiry approach. Infiniscope includes a web portal to host these digital learning experiences, as well as a teaching network of educators using and modifying these experiences. Infiniscope experiences are built around a new theory of digital learning design that we call “education through exploration” (ETX) developed during the creation of successful online, interactive science courses offered at ASU and other institutions. ETX builds on the research-based practices of active learning and guided inquiry to provide a set of design principles that aim to develop higher order thinking skills in addition to understanding of content. It is employed in these experiences by asking students to solve problems and actively discover relationships, supported by an intelligent tutoring system which provides immediate, personalized feedback and scaffolds scientific thinking and methods. The project is led by ASU’s School of Earth and Space Exploration working with learning designers in the Center for Education Through eXploration, with support from NASA’s Science Mission Directorate as part of the NASA Exploration Connection program.We will present an overview of ETX design, the Infinscope project, and emerging evidence of effectiveness.

The computational nature of memory modification

PubMed Central

Gershman, Samuel J; Monfils, Marie-H; Norman, Kenneth A; Niv, Yael

2017-01-01

Retrieving a memory can modify its influence on subsequent behavior. We develop a computational theory of memory modification, according to which modification of a memory trace occurs through classical associative learning, but which memory trace is eligible for modification depends on a structure learning mechanism that discovers the units of association by segmenting the stream of experience into statistically distinct clusters (latent causes). New memories are formed when the structure learning mechanism infers that a new latent cause underlies current sensory observations. By the same token, old memories are modified when old and new sensory observations are inferred to have been generated by the same latent cause. We derive this framework from probabilistic principles, and present a computational implementation. Simulations demonstrate that our model can reproduce the major experimental findings from studies of memory modification in the Pavlovian conditioning literature. DOI: http://dx.doi.org/10.7554/eLife.23763.001 PMID:28294944

Do violations of the axioms of expected utility theory threaten decision analysis?

PubMed

Nease, R F

1996-01-01

Research demonstrates that people violate the independence principle of expected utility theory, raising the question of whether expected utility theory is normative for medical decision making. The author provides three arguments that violations of the independence principle are less problematic than they might first appear. First, the independence principle follows from other more fundamental axioms whose appeal may be more readily apparent than that of the independence principle. Second, the axioms need not be descriptive to be normative, and they need not be attractive to all decision makers for expected utility theory to be useful for some. Finally, by providing a metaphor of decision analysis as a conversation between the actual decision maker and a model decision maker, the author argues that expected utility theory need not be purely normative for decision analysis to be useful. In short, violations of the independence principle do not necessarily represent direct violations of the axioms of expected utility theory; behavioral violations of the axioms of expected utility theory do not necessarily imply that decision analysis is not normative; and full normativeness is not necessary for decision analysis to generate valuable insights.

Deontological foundations for medical ethics?

PubMed

Gillon, R

1985-05-04

Gillon outlines the principles of the deontological, or duty-based, group of moral theories in one of a series of British Medical Journal articles on the philosophical foundations of medical ethics. He differentiates between monistic theories, such as Immanuel Kant's, which rely on a single moral principle, and pluralistic theories, such as that of W.D. Ross, which rely on several principles that potentially could conflict. He summarizes the contributions of Kant and Ross to the development of deontological thought, then concludes his essay with brief paragraphs on other deontological approaches to the resolution of conflicting moral principles.

Can a theory-based educational intervention change nurses' knowledge and attitudes concerning cancer pain management? A quasi-experimental design.

PubMed

Gustafsson, Markus; Borglin, Gunilla

2013-08-19

Registered Nurses (RNs) play an important role in caring for patients suffering from cancer pain. A lack of knowledge regarding pain management and the RNs' own perception of cancer pain could act as barriers to effective pain management. Educational interventions that target RNs' knowledge and attitudes have proved promising. However, an intervention consisting of evidence-based practice is a multifaceted process and demands behavioural and cognitive changes to sustain the effects of the intervention. Therefore, our study aimed to investigate if a theory-based educational intervention could change RNs' knowledge and attitudes to cancer pain and pain management, both four and 12 weeks after the start of the intervention. A quasi-experimental design with non-equivalent control groups was used. The primary outcome was measured using a modified version of the instrument Nurses' Knowledge and Attitudes Survey Regarding Pain (NKAS) at baseline, four weeks and 12 weeks after the start of the intervention to evaluate its persistence. The intervention's educational curriculum was based on the principles of Ajzen's Theory of Planned Behaviour and consisted of interactive learning activities conducted in workshops founded on evidence-based knowledge. The RN's own experiences from cancer pain management were used in the learning process. The theory-based educational intervention aimed at changing RNs knowledge and attitudes regarding cancer pain management measured by primary outcome NKAS resulted in a statistical significant (p<0.05) improvement of total mean score from baseline to four weeks at the intervention ward. The findings of this study, suggest that a theory-based educational intervention focused at RNs can be effective in changing RN's knowledge and attitudes regarding cancer pain management. However, the high number of dropouts between baseline and four weeks needs to be taken into account when evaluating our findings. Finally, this kind of theory-based educational intervention with interactive learning activities has been sparsely researched and needs to be evaluated further in larger projects. Clinical Trials. Gov: NCT01313234.

The effects of presentation pace and modality on learning a multimedia science lesson

NASA Astrophysics Data System (ADS)

Chung, Wen-Hung

Working memory is a system that consists of multiple components. The visuospatial sketchpad is the main entrance for visual and spatial information, whereas acoustic and verbal information is processed in the phonological loop. The central executive works as a coordinator of information from these two subsystems. Numerous studies have shown that working memory has a very limited capacity. Based on these characteristics of working memory, theories such as cognitive load theory and the cognitive theory of multimedia learning provide multimedia design principles. One of these principles is that when verbal information accompanying pictures is presented in audio mode instead of visually, learning can be more effective than if both text and pictures are presented visually. This is called the modality effect. However, some studies have found that the modality effect does not occur in some situations. In most experiments examining the modality effect, the multimedia is presented as system-paced. If learners are able to repeat listening as many times as they need, the superiority of spoken text over visual text seems lessened. One aim of this study was to examine the modality effect in a learner-controlled condition. This study also used the one-word-at-a-time technique to investigate whether the modality effect would still occur if both reading and listening rates were equal. There were 182 college students recruited for this study. Participants were randomly assigned to seven groups: a self-paced listening group, a self-paced reading group, a self text-block reading group, a general-paced listening group, a general-paced reading group, a fast-paced listening group, and a fast-paced reading group. The experimental material was a cardiovascular multimedia module. A three-by-two between-subjects design was used to test the main effect. Results showed that modality effect was still present but not between the self-paced listening group and the self text-block reading group. A post-study survey showed participants' different responses to the two modalities and their preferences as well. Results and research limitations are discussed and applications and future directions are also addressed.

Reinforcement learning or active inference?

PubMed

Friston, Karl J; Daunizeau, Jean; Kiebel, Stefan J

2009-07-29

This paper questions the need for reinforcement learning or control theory when optimising behaviour. We show that it is fairly simple to teach an agent complicated and adaptive behaviours using a free-energy formulation of perception. In this formulation, agents adjust their internal states and sampling of the environment to minimize their free-energy. Such agents learn causal structure in the environment and sample it in an adaptive and self-supervised fashion. This results in behavioural policies that reproduce those optimised by reinforcement learning and dynamic programming. Critically, we do not need to invoke the notion of reward, value or utility. We illustrate these points by solving a benchmark problem in dynamic programming; namely the mountain-car problem, using active perception or inference under the free-energy principle. The ensuing proof-of-concept may be important because the free-energy formulation furnishes a unified account of both action and perception and may speak to a reappraisal of the role of dopamine in the brain.

Single-hidden-layer feed-forward quantum neural network based on Grover learning.

PubMed

Liu, Cheng-Yi; Chen, Chein; Chang, Ching-Ter; Shih, Lun-Min

2013-09-01

In this paper, a novel single-hidden-layer feed-forward quantum neural network model is proposed based on some concepts and principles in the quantum theory. By combining the quantum mechanism with the feed-forward neural network, we defined quantum hidden neurons and connected quantum weights, and used them as the fundamental information processing unit in a single-hidden-layer feed-forward neural network. The quantum neurons make a wide range of nonlinear functions serve as the activation functions in the hidden layer of the network, and the Grover searching algorithm outstands the optimal parameter setting iteratively and thus makes very efficient neural network learning possible. The quantum neuron and weights, along with a Grover searching algorithm based learning, result in a novel and efficient neural network characteristic of reduced network, high efficient training and prospect application in future. Some simulations are taken to investigate the performance of the proposed quantum network and the result show that it can achieve accurate learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

Reflective education for professional practice: discovering knowledge from experience.

PubMed

Lyons, J

1999-01-01

To continually develop as a discipline, a profession needs to generate a knowledge base that can evolve from education and practice. Midwifery reflective practitioners have the potential to develop clinical expertise directed towards achieving desirable, safe and effective practice. Midwives are 'with woman', providing the family with supportive and helpful relationships as they share the deep and profound experiences of childbirth. To become skilled helpers students need to develop reflective skills and valid midwifery knowledge grounded in their personal experiences and practice. Midwife educators and practitioners can assist students and enhance their learning by expanding the scope of practice, encouraging self-assessment and the development of reflective and professional skills. This paper explores journal writing as a learning strategy for the development of reflective skills within midwifery and explores its value for midwifery education. It also examines, through the use of critical social theory and adult learning principles, how midwives can assist and thus enhance students learning through the development of professional and reflective skills for midwifery practice.

Homeostatic reinforcement learning for integrating reward collection and physiological stability

PubMed Central

Keramati, Mehdi; Gutkin, Boris

2014-01-01

Efficient regulation of internal homeostasis and defending it against perturbations requires adaptive behavioral strategies. However, the computational principles mediating the interaction between homeostatic and associative learning processes remain undefined. Here we use a definition of primary rewards, as outcomes fulfilling physiological needs, to build a normative theory showing how learning motivated behaviors may be modulated by internal states. Within this framework, we mathematically prove that seeking rewards is equivalent to the fundamental objective of physiological stability, defining the notion of physiological rationality of behavior. We further suggest a formal basis for temporal discounting of rewards by showing that discounting motivates animals to follow the shortest path in the space of physiological variables toward the desired setpoint. We also explain how animals learn to act predictively to preclude prospective homeostatic challenges, and several other behavioral patterns. Finally, we suggest a computational role for interaction between hypothalamus and the brain reward system. DOI: http://dx.doi.org/10.7554/eLife.04811.001 PMID:25457346

Building a functional multiple intelligences theory to advance educational neuroscience.

PubMed

Cerruti, Carlo

2013-01-01

A key goal of educational neuroscience is to conduct constrained experimental research that is theory-driven and yet also clearly related to educators' complex set of questions and concerns. However, the fields of education, cognitive psychology, and neuroscience use different levels of description to characterize human ability. An important advance in research in educational neuroscience would be the identification of a cognitive and neurocognitive framework at a level of description relatively intuitive to educators. I argue that the theory of multiple intelligences (MI; Gardner, 1983), a conception of the mind that motivated a past generation of teachers, may provide such an opportunity. I criticize MI for doing little to clarify for teachers a core misunderstanding, specifically that MI was only an anatomical map of the mind but not a functional theory that detailed how the mind actually processes information. In an attempt to build a "functional MI" theory, I integrate into MI basic principles of cognitive and neural functioning, namely interregional neural facilitation and inhibition. In so doing I hope to forge a path toward constrained experimental research that bears upon teachers' concerns about teaching and learning.

Scaling Climate Change Communication for Behavior Change

NASA Astrophysics Data System (ADS)

Rodriguez, V. C.; Lappé, M.; Flora, J. A.; Ardoin, N. M.; Robinson, T. N.

2014-12-01

Ultimately, effective climate change communication results in a change in behavior, whether the change is individual, household or collective actions within communities. We describe two efforts to promote climate-friendly behavior via climate communication and behavior change theory. Importantly these efforts are designed to scale climate communication principles focused on behavior change rather than soley emphasizing climate knowledge or attitudes. Both cases are embedded in rigorous evaluations (randomized controlled trial and quasi-experimental) of primary and secondary outcomes as well as supplementary analyses that have implications for program refinement and program scaling. In the first case, the Girl Scouts "Girls Learning Environment and Energy" (GLEE) trial is scaling the program via a Massive Open Online Course (MOOC) for Troop Leaders to teach the effective home electricity and food and transportation energy reduction programs. The second case, the Alliance for Climate Education (ACE) Assembly Program, is advancing the already-scaled assembly program by using communication principles to further engage youth and their families and communities (school and local communities) in individual and collective actions. Scaling of each program uses online learning platforms, social media and "behavior practice" videos, mastery practice exercises, virtual feedback and virtual social engagement to advance climate-friendly behavior change. All of these communication practices aim to simulate and advance in-person train-the-trainers technologies.As part of this presentation we outline scaling principles derived from these two climate change communication and behavior change programs.

The Effect of Principle-Procedure and Procedure-Principle Sequencing on Learning Outcomes. IDD&E Working Paper No. 19.

ERIC Educational Resources Information Center

Lim-Quek, Muriel; And Others

This study tested the effects of two instructional sequences--principle-procedure and procedure-principle--on the application and transfer of learning. It was hypothesized that a principle-procedure sequence would result in better near-transfer and far-transfer and that students would prefer this sequence. The 38 freshmen enrolled in a business…

Fall proof: improving mobility and balance Elizabeth Best-Martini Fall proof: improving mobility and balance and Kim A Botenhagen-Di Genova Human Kinetics £24.50 0 73603 687 3 0736036873 Debra Rose Human Kinetics £38 0 73604 088 9 0736040889.

PubMed

2003-09-01

A structured balance and mobility-training programme specifically designed to reduce physical frailty and the rising incidence of falls among older people. This practical manual blends theory into practical applications and covers an introduction to the body systems, balance assessments and a discussion of contemporary motor learning principles. Tel: Customer Services 0113 255 5665. Email: hk@hkeurope.com.

Lo que los educadores necesitan saber sobre...El agrupamiento por habilidad [y] La compactacion del curriculum [y] Los alumnos dotados y el aprendizaje cooperativo [y] La actividad tutoral. Guias practica (What Educators Need To Know about...Ability Grouping [and] Curriculum Compacting [and] Gifted Students and Cooperative Learning [and] Mentoring. Practitioners' Guides).

ERIC Educational Resources Information Center

Siegle, Del, Ed.

These four pamphlets in Spanish offer guidelines supported by theory-driven quality research that is problem-based, practice-relevant, and consumer-oriented. Each pamphlet has a section summarizing research from the literature or topic notes as well as implications for the classroom. The first guide offers principles for teachers concerning the…

Out of our minds: a review of sociocultural cognition theory

NASA Astrophysics Data System (ADS)

Tenenberg, Josh; Knobelsdorf, Maria

2014-01-01

Theories of mind are implicitly embedded in educational research. The predominant theory of mind during the latter half of the twentieth century has focused primarily on the individual mind in isolation, context-free problem-solving and mental representations and reasoning, what we refer to as cognitivism. Over the last two decades, CS Education researchers have begun to incorporate recent research that extends, elaborates and sometimes challenges cognitivism. These theories, which we refer to collectively as sociocultural cognition theory, view minds as cultural products, biologically evolved to be extended by tools, social interaction and embodied interaction in the world. Learning, under this perspective, is viewed as tool-mediated participation in the ongoing practices of cultural communities. In this paper, we pursue three goals. First, we provide a summary of the key principles in sociocultural cognition theory, placing this theory within a historical context with respect to the cognitive theories that it extends and challenges. Second, we integrate across different but related research efforts that all fall under the sociocultural cognition umbrella, using a uniform terminology for describing ideas represented within different discourse communities. And third, we reference a number of canonical sources in sociocultural cognition theory so as to serve as an index into this diverse literature for those wanting to explore further.

Teaching clinical reasoning: case-based and coached.

PubMed

Kassirer, Jerome P

2010-07-01

Optimal medical care is critically dependent on clinicians' skills to make the right diagnosis and to recommend the most appropriate therapy, and acquiring such reasoning skills is a key requirement at every level of medical education. Teaching clinical reasoning is grounded in several fundamental principles of educational theory. Adult learning theory posits that learning is best accomplished by repeated, deliberate exposure to real cases, that case examples should be selected for their reflection of multiple aspects of clinical reasoning, and that the participation of a coach augments the value of an educational experience. The theory proposes that memory of clinical medicine and clinical reasoning strategies is enhanced when errors in information, judgment, and reasoning are immediately pointed out and discussed. Rather than using cases artificially constructed from memory, real cases are greatly preferred because they often reflect the false leads, the polymorphisms of actual clinical material, and the misleading test results encountered in everyday practice. These concepts foster the teaching and learning of the diagnostic process, the complex trade-offs between the benefits and risks of diagnostic tests and treatments, and cognitive errors in clinical reasoning. The teaching of clinical reasoning need not and should not be delayed until students gain a full understanding of anatomy and pathophysiology. Concepts such as hypothesis generation, pattern recognition, context formulation, diagnostic test interpretation, differential diagnosis, and diagnostic verification provide both the language and the methods of clinical problem solving. Expertise is attainable even though the precise mechanisms of achieving it are not known.

Statistical Learning Theory for High Dimensional Prediction: Application to Criterion-Keyed Scale Development

PubMed Central

Chapman, Benjamin P.; Weiss, Alexander; Duberstein, Paul

2016-01-01

Statistical learning theory (SLT) is the statistical formulation of machine learning theory, a body of analytic methods common in “big data” problems. Regression-based SLT algorithms seek to maximize predictive accuracy for some outcome, given a large pool of potential predictors, without overfitting the sample. Research goals in psychology may sometimes call for high dimensional regression. One example is criterion-keyed scale construction, where a scale with maximal predictive validity must be built from a large item pool. Using this as a working example, we first introduce a core principle of SLT methods: minimization of expected prediction error (EPE). Minimizing EPE is fundamentally different than maximizing the within-sample likelihood, and hinges on building a predictive model of sufficient complexity to predict the outcome well, without undue complexity leading to overfitting. We describe how such models are built and refined via cross-validation. We then illustrate how three common SLT algorithms–Supervised Principal Components, Regularization, and Boosting—can be used to construct a criterion-keyed scale predicting all-cause mortality, using a large personality item pool within a population cohort. Each algorithm illustrates a different approach to minimizing EPE. Finally, we consider broader applications of SLT predictive algorithms, both as supportive analytic tools for conventional methods, and as primary analytic tools in discovery phase research. We conclude that despite their differences from the classic null-hypothesis testing approach—or perhaps because of them–SLT methods may hold value as a statistically rigorous approach to exploratory regression. PMID:27454257

Translating Theory Into Practice: Implementing a Program of Assessment.

PubMed

Hauer, Karen E; O'Sullivan, Patricia S; Fitzhenry, Kristen; Boscardin, Christy

2018-03-01

A program of assessment addresses challenges in learner assessment using a centrally planned, coordinated approach that emphasizes assessment for learning. This report describes the steps taken to implement a program of assessment framework within a medical school. A literature review on best practices in assessment highlighted six principles that guided implementation of the program of assessment in 2016-2017: (1) a centrally coordinated plan for assessment aligns with and supports a curricular vision; (2) multiple assessment tools used longitudinally generate multiple data points; (3) learners require ready access to information-rich feedback to promote reflection and informed self-assessment; (4) mentoring is essential to facilitate effective data use for reflection and learning planning; (5) the program of assessment fosters self-regulated learning behaviors; and (6) expert groups make summative decisions about grades and readiness for advancement. Implementation incorporated stakeholder engagement, use of multiple assessment tools, design of a coaching program, and creation of a learner performance dashboard. The assessment team monitors adherence to principles defining the program of assessment and gathers and responds to regular feedback from key stakeholders, including faculty, staff, and students. Next steps include systematically collecting evidence for validity of individual assessments and the program overall. Iterative review of student performance data informs curricular improvements. The program of assessment also highlights technology needs that will be addressed with information technology experts. The outcome ultimately will entail showing evidence of validity that the program produces physicians who engage in lifelong learning and provide high-quality patient care.

Learning to care for older patients: hospitals and nursing homes as learning environments.

PubMed

Huls, Marije; de Rooij, Sophia E; Diepstraten, Annemie; Koopmans, Raymond; Helmich, Esther

2015-03-01

A significant challenge facing health care is the ageing of the population, which calls for a major response in medical education. Most clinical learning takes place within hospitals, but nursing homes may also represent suitable learning environments in which students can gain competencies in geriatric medicine. This study explores what students perceive as the main learning outcomes of a geriatric medicine clerkship in a hospital or a nursing home, and explicitly addresses factors that may stimulate or hamper the learning process. This qualitative study falls within a constructivist paradigm: it draws on socio-cultural learning theory and is guided by the principles of constructivist grounded theory. There were two phases of data collection. Firstly, a maximum variation sample of 68 students completed a worksheet, giving brief written answers on questions regarding their geriatric medicine clerkships. Secondly, focus group discussions were conducted with 19 purposively sampled students. We used template analysis, iteratively cycling between data collection and analysis, using a constant comparative process. Students described a broad range of learning outcomes and formative experiences that were largely distinct from their learning in previous clerkships with regard to specific geriatric knowledge, deliberate decision making, end-of-life care, interprofessional collaboration and communication. According to students, the nursing home differed from the hospital in three aspects: interprofessional collaboration was more prominent; the lower resources available in nursing homes stimulated students to be creative, and students reported having greater autonomy in nursing homes compared with the more extensive educational guidance provided in hospitals. In both hospitals and nursing homes, students not only learn to care for older patients, but also describe various broader learning outcomes necessary to become good doctors. The results of our study, in particular the specific benefits and challenges associated with learning in the nursing home, may further inform the implementation of geriatric medicine clerkships in hospitals and nursing homes. © 2015 John Wiley & Sons Ltd.

Development of an ICT in IBSE course for science teachers: A design-based research

NASA Astrophysics Data System (ADS)

Tran, Trinh-Ba

2018-01-01

Integration of ICT tools for measuring with sensors, analyzing video, and modelling into Inquiry-Based Science Education (IBSE) is a need globally recognized. The challenge to teachers is how to turn manipulation of equipment and software into manipulation of ideas. We have developed a short ICT in IBSE course to prepare and support science teachers to teach inquiry-based activities with ICT tools. Within the framework of design-based research, we first defined the pedagogical principles from the literature, developed core materials for teacher learning, explored boundary conditions of the training in different countries, and elaborated set-ups of the course for the Dutch, Slovak, and Vietnamese contexts. Next, we taught and evaluated three iterative cycles of the Dutch course set-ups for pre-service science teachers from four teacher-education institutes nationwide. In each cycle, data on the teacher learning was collected via observations, questionnaires, interviews, and documents. These data were then analyzed for the questions about faithful implementation and effectiveness of the course. Following the same approach, we taught and evaluated two cycles of the Slovak course set-ups for in-service science teachers in the context of the national accreditation programme for teacher professional development. In addition, we investigated applicability of the final Dutch course set-up in the context of the physics-education master program in Vietnam with adaptations geared to educational and cultural difference. Through the iterations of implementation, evaluation, and revision, eventually the course objectives were achieved to certain extent; the pedagogical principles and core materials proved to be effective and applicable in different contexts. We started this research and design project with the pedagogical principles and concluded it with these principles (i.e. complete theory-practice cycle, depth first, distributed learning, and ownership of learning) as the core of the basic design of the ICT in IBSE course. These principles can be considered as independent, validated educational products, which teacher educators can "buy into" and use for broader aims than only "ICT in IBSE" integration. Pedagogical principles establish the theoretical model underlying the course design, provide guidelines and structure to the (re)design, implementation, evaluation, and optimization process, and help to communicate the design-based research to others. The role of pedagogical principles in design-based research is indeed essential. Moreover, we incorporated a robustness test and a generalizability/transferability test as a further step in our design-based research and achieved successful outcomes with this step. Consequently, we strongly recommend the testing of the design product in routine implementation conditions and in considerably different contexts (e.g. different programmes or even countries) as part of design-based research.

Trajectory formation principles are the same after mild or moderate stroke

PubMed Central

van Dokkum, Liesjet Elisabeth Henriette; Froger, Jérôme; Gouaïch, Abdelkader; Laffont, Isabelle

2017-01-01

When we make rapid reaching movements, we have to trade speed for accuracy. To do so, the trajectory of our hand is the result of an optimal balance between feed-forward and feed-back control in the face of signal-dependant noise in the sensorimotor system. How far do these principles of trajectory formation still apply after a stroke, for persons with mild to moderate sensorimotor deficits who recovered some reaching ability? Here, we examine the accuracy of fast hand reaching movements with a focus on the information capacity of the sensorimotor system and its relation to trajectory formation in young adults, in persons who had a stroke and in age-matched control participants. We find that persons with stroke follow the same trajectory formation principles, albeit parameterized differently in the face of higher sensorimotor uncertainty. Higher directional errors after a stroke result in less feed-forward control, hence more feed-back loops responsible for segmented movements. As a consequence, movements are globally slower to reach the imposed accuracy, and the information throughput of the sensorimotor system is lower after a stroke. The fact that the most abstract principles of motor control remain after a stroke suggests that clinicians can capitalize on existing theories of motor control and learning to derive principled rehabilitation strategies. PMID:28329000

A critique of principlism.

PubMed

Clouser, K D; Gert, B

1990-04-01

The authors use the term "principlism" to refer to the practice of using "principles" to replace both moral theory and particular moral rules and ideals in dealing with the moral problems that arise in medical practice. The authors argue that these "principles" do not function as claimed, and that their use is misleading both practically and theoretically. The "principles" are in fact not guides to action, but rather they are merely names for a collection of sometimes superficially related matters for consideration when dealing with a moral problem. The "principles" lack any systematic relationship to each other, and they often conflict with each other. These conflicts are unresolvable, since there is no unified moral theory from which they are all derived. For comparison the authors sketch the advantages of using a unified moral theory.

“They Have to Adapt to Learn”: Surgeons’ Perspectives on the Role of Procedural Variation in Surgical Education

PubMed Central

Apramian, Tavis; Cristancho, Sayra; Watling, Chris; Ott, Michael; Lingard, Lorelei

2017-01-01

OBJECTIVE Clinical research increasingly acknowledges the existence of significant procedural variation in surgical practice. This study explored surgeons’ perspectives regarding the influence of intersurgeon procedural variation on the teaching and learning of surgical residents. DESIGN AND SETTING This qualitative study used a grounded theory-based analysis of observational and interview data. Observational data were collected in 3 tertiary care teaching hospitals in Ontario, Canada. Semistructured interviews explored potential procedural variations arising during the observations and prompts from an iteratively refined guide. Ongoing data analysis refined the theoretical framework and informed data collection strategies, as prescribed by the iterative nature of grounded theory research. PARTICIPANTS Our sample included 99 hours of observation across 45 cases with 14 surgeons. Semistructured, audio-recorded interviews (n = 14) occurred immediately following observational periods. RESULTS Surgeons endorsed the use of intersurgeon procedural variations to teach residents about adapting to the complexity of surgical practice and the norms of surgical culture. Surgeons suggested that residents’ efforts to identify thresholds of principle and preference are crucial to professional development. Principles that emerged from the study included the following: (1) knowing what comes next, (2) choosing the right plane, (3) handling tissue appropriately, (4) recognizing the abnormal, and (5) making safe progress. Surgeons suggested that learning to follow these principles while maintaining key aspects of surgical culture, like autonomy and individuality, are important social processes in surgical education. CONCLUSIONS Acknowledging intersurgeon variation has important implications for curriculum development and workplace-based assessment in surgical education. Adapting to intersurgeon procedural variations may foster versatility in surgical residents. However, the existence of procedural variations and their active use in surgeons’ teaching raises questions about the lack of attention to this form of complexity in current workplace-based assessment strategies. Failure to recognize the role of such variations may threaten the implementation of competency-based medical education in surgery. PMID:26705062

How education for sustainable development is implemented in Germany: Looking through the lens of educational governance theory

NASA Astrophysics Data System (ADS)

Bormann, Inka; Nikel, Jutta

2017-12-01

The United Nations (UN) Decade of Education for Sustainable Development (ESD) aimed to integrate the principles, values and practices of sustainable development into all aspects of education and learning around the world. The authors of this article address the implementation process of ESD in Germany during the UN Decade (2005-2014). By undertaking a meta-analysis of the findings of four related sub-studies they carried out during a three-year project funded by the German Federal Ministry of Education and Research, the authors contribute to the understanding of the process of transferring the concept of ESD within a multi-level education system. They investigated this process at two levels - the federal state (a sub-national entity in Germany) and the communal level. Drawing on educational governance theory, the authors unveil principles, norms, rules and procedures in the coordination of action within constellations of heterogeneous actors contributing to the implementation of ESD in their social entities. The outcome of the meta-analysis describes an emerging governance regime in ESD, taking into consideration the following features impacting the coordination of action being carried out by the actors involved: (1) the understanding of the normative concept of ESD as content of negotiation; (2) the perceived opportunity for actors to gain and increase appreciation within the field of ESD as an incentive for and driver of engagement; and (3) the dynamic quality of the set-up, rules and principles of the coordination of action, which renders these subject to situative changes. In the final part of the paper, the findings are discussed from the perspectives of the theory of transfer and the current empirical basis of ESD policy and governance.

Implicit Learning of Arithmetic Regularities Is Facilitated by Proximal Contrast

PubMed Central

Prather, Richard W.

2012-01-01

Natural number arithmetic is a simple, powerful and important symbolic system. Despite intense focus on learning in cognitive development and educational research many adults have weak knowledge of the system. In current study participants learn arithmetic principles via an implicit learning paradigm. Participants learn not by solving arithmetic equations, but through viewing and evaluating example equations, similar to the implicit learning of artificial grammars. We expand this to the symbolic arithmetic system. Specifically we find that exposure to principle-inconsistent examples facilitates the acquisition of arithmetic principle knowledge if the equations are presented to the learning in a temporally proximate fashion. The results expand on research of the implicit learning of regularities and suggest that contrasting cases, show to facilitate explicit arithmetic learning, is also relevant to implicit learning of arithmetic. PMID:23119101

[The Biology of Learning].

PubMed

Campo-Cabal, Gerardo

2012-01-01

The effort to relate mental and biological functioning has fluctuated between two doctrines: 1) an attempt to explain mental functioning as a collective property of the brain and 2) as one relatied to other mental processes associated with specific regions of the brain. The article reviews the main theories developed over the last 200 years: phrenology, the psuedo study of the brain, mass action, cellular connectionism and distributed processing among others. In addition, approaches have emerged in recent years that allows for an understanding of the biological determinants and individual differences in complex mental processes through what is called cognitive neuroscience. Knowing the definition of neuroscience, the learning of memory, the ways in which learning occurs, the principles of the neural basis of memory and learning and its effects on brain function, among other things, allows us the basic understanding of the processes of memory and learning and is an important requirement to address the best manner to commit to the of training future specialists in Psychiatry. Copyright © 2012 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.

Cross-Disciplinary Contributions to E-Learning Design: A Tripartite Design Model

ERIC Educational Resources Information Center

Hutchins, Holly M.; Hutchison, Dennis

2008-01-01

Purpose: The purpose of this paper is to review cross-disciplinary research on e-learning from workplace learning, educational technology, and instructional communication disciplines to identify relevant e-learning design principles. It aims to use these principles to propose an e-learning model that can guide the design of instructionally sound,…

Minimal Length Scale Scenarios for Quantum Gravity.

PubMed

Hossenfelder, Sabine

2013-01-01

We review the question of whether the fundamental laws of nature limit our ability to probe arbitrarily short distances. First, we examine what insights can be gained from thought experiments for probes of shortest distances, and summarize what can be learned from different approaches to a theory of quantum gravity. Then we discuss some models that have been developed to implement a minimal length scale in quantum mechanics and quantum field theory. These models have entered the literature as the generalized uncertainty principle or the modified dispersion relation, and have allowed the study of the effects of a minimal length scale in quantum mechanics, quantum electrodynamics, thermodynamics, black-hole physics and cosmology. Finally, we touch upon the question of ways to circumvent the manifestation of a minimal length scale in short-distance physics.

Not just autonomy--the principles of American biomedical ethics.

PubMed Central

Holm, S

1995-01-01

The Principles of Biomedical Ethics by Tom L Beauchamp and James F Childress which is now in its fourth edition has had a great influence on the development of bioethics through its exposition of a theory based on the four principles: respect for autonomy; non-maleficence; beneficence, and justice (1). The theory is developed as a common-morality theory, and the present paper attempts to show how this approach, starting from American common-morality, leads to an underdevelopment of beneficence and justice, and that the methods offered for specification and balancing of principles are inadequate. PMID:8778456

Exploring the bases for a mixed reality stroke rehabilitation system, Part I: A unified approach for representing action, quantitative evaluation, and interactive feedback

PubMed Central

2011-01-01

Background Although principles based in motor learning, rehabilitation, and human-computer interfaces can guide the design of effective interactive systems for rehabilitation, a unified approach that connects these key principles into an integrated design, and can form a methodology that can be generalized to interactive stroke rehabilitation, is presently unavailable. Results This paper integrates phenomenological approaches to interaction and embodied knowledge with rehabilitation practices and theories to achieve the basis for a methodology that can support effective adaptive, interactive rehabilitation. Our resulting methodology provides guidelines for the development of an action representation, quantification of action, and the design of interactive feedback. As Part I of a two-part series, this paper presents key principles of the unified approach. Part II then describes the application of this approach within the implementation of the Adaptive Mixed Reality Rehabilitation (AMRR) system for stroke rehabilitation. Conclusions The accompanying principles for composing novel mixed reality environments for stroke rehabilitation can advance the design and implementation of effective mixed reality systems for the clinical setting, and ultimately be adapted for home-based application. They furthermore can be applied to other rehabilitation needs beyond stroke. PMID:21875441

Achieving DFT accuracy with a machine-learning interatomic potential: Thermomechanics and defects in bcc ferromagnetic iron

NASA Astrophysics Data System (ADS)

Dragoni, Daniele; Daff, Thomas D.; Csányi, Gábor; Marzari, Nicola

2018-01-01

We show that the Gaussian Approximation Potential (GAP) machine-learning framework can describe complex magnetic potential energy surfaces, taking ferromagnetic iron as a paradigmatic challenging case. The training database includes total energies, forces, and stresses obtained from density-functional theory in the generalized-gradient approximation, and comprises approximately 150,000 local atomic environments, ranging from pristine and defected bulk configurations to surfaces and generalized stacking faults with different crystallographic orientations. We find the structural, vibrational, and thermodynamic properties of the GAP model to be in excellent agreement with those obtained directly from first-principles electronic-structure calculations. There is good transferability to quantities, such as Peierls energy barriers, which are determined to a large extent by atomic configurations that were not part of the training set. We observe the benefit and the need of using highly converged electronic-structure calculations to sample a target potential energy surface. The end result is a systematically improvable potential that can achieve the same accuracy of density-functional theory calculations, but at a fraction of the computational cost.

From Organized High-Throughput Data to Phenomenological Theory using Machine Learning: The Example of Dielectric Breakdown

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kim, Chiho; Pilania, Ghanshyam; Ramprasad, Ramamurthy

Understanding the behavior (and failure) of dielectric insulators experiencing extreme electric fields is critical to the operation of present and emerging electrical and electronic devices. Despite its importance, the development of a predictive theory of dielectric breakdown has remained a challenge, owing to the complex multiscale nature of this process. We focus on the intrinsic dielectric breakdown field of insulators—the theoretical limit of breakdown determined purely by the chemistry of the material, i.e., the elements the material is composed of, the atomic-level structure, and the bonding. Starting from a benchmark dataset (generated from laborious first principles computations) of the intrinsicmore » dielectric breakdown field of a variety of model insulators, simple predictive phenomenological models of dielectric breakdown are distilled using advanced statistical or machine learning schemes, revealing key correlations and analytical relationships between the breakdown field and easily accessible material properties. Lastly, the models are shown to be general, and can hence guide the screening and systematic identification of high electric field tolerant materials.« less

The role of moral utility in decision making: an interdisciplinary framework.

PubMed

Tobler, Philippe N; Kalis, Annemarie; Kalenscher, Tobias

2008-12-01

What decisions should we make? Moral values, rules, and virtues provide standards for morally acceptable decisions, without prescribing how we should reach them. However, moral theories do assume that we are, at least in principle, capable of making the right decisions. Consequently, an empirical investigation of the methods and resources we use for making moral decisions becomes relevant. We consider theoretical parallels of economic decision theory and moral utilitarianism and suggest that moral decision making may tap into mechanisms and processes that have originally evolved for nonmoral decision making. For example, the computation of reward value occurs through the combination of probability and magnitude; similar computation might also be used for determining utilitarian moral value. Both nonmoral and moral decisions may resort to intuitions and heuristics. Learning mechanisms implicated in the assignment of reward value to stimuli, actions, and outcomes may also enable us to determine moral value and assign it to stimuli, actions, and outcomes. In conclusion, we suggest that moral capabilities can employ and benefit from a variety of nonmoral decision-making and learning mechanisms.

Continuing nursing education policy in China and its impact on health equity.

PubMed

Xiao, Lily Dongxia

2010-09-01

The aim of this study was to evaluate the mandatory continuing nursing education (MCNE) policy in China and to examine whether or not the policy addresses health equity. MCNE was instituted in 1996 in China to support healthcare reform was to include producing greater equity in health-care. However, the literature increasingly reports inequity in participation in MCNE, which is likely to have had a detrimental effect on the pre-existing discrepancies of education in the nursing workforce, and thereby failing to really address health equity. Despite a growing appeal for change, there is lack of critical reflection on the issues of MCNE policy. Critical ethnography underpinned by Habermas' Communicative Action Theory and Giddens' Structuration Theory were used to guide this study. Findings are presented in four themes: (i) inaccessibility of learning programs for nurses; (ii) undervaluation of workplace-based learning; (iii) inequality of the allocation of resources; and (iv) demands for additional support in MCNE from non-tertiary hospitals. The findings strongly suggest the need for an MCNE policy review based on rational consensus with stakeholders while reflecting the principles of health equity.

From Organized High-Throughput Data to Phenomenological Theory using Machine Learning: The Example of Dielectric Breakdown

DOE PAGES

Kim, Chiho; Pilania, Ghanshyam; Ramprasad, Ramamurthy

2016-02-02

Understanding the behavior (and failure) of dielectric insulators experiencing extreme electric fields is critical to the operation of present and emerging electrical and electronic devices. Despite its importance, the development of a predictive theory of dielectric breakdown has remained a challenge, owing to the complex multiscale nature of this process. We focus on the intrinsic dielectric breakdown field of insulators—the theoretical limit of breakdown determined purely by the chemistry of the material, i.e., the elements the material is composed of, the atomic-level structure, and the bonding. Starting from a benchmark dataset (generated from laborious first principles computations) of the intrinsicmore » dielectric breakdown field of a variety of model insulators, simple predictive phenomenological models of dielectric breakdown are distilled using advanced statistical or machine learning schemes, revealing key correlations and analytical relationships between the breakdown field and easily accessible material properties. Lastly, the models are shown to be general, and can hence guide the screening and systematic identification of high electric field tolerant materials.« less

Viewing Eye Movements During Reading through the Lens of Chaos Theory: How Reading Is Like the Weather

ERIC Educational Resources Information Center

Paulson, Eric J.

2005-01-01

This theoretical article examines reading processes using chaos theory as an analogy. Three principles of chaos theory are identified and discussed, then related to reading processes as revealed through eye movement research. Used as an analogy, the chaos theory principle of sensitive dependence contributes to understanding the difficulty in…

Foundations for a theory of gravitation theories

NASA Technical Reports Server (NTRS)

Thorne, K. S.; Lee, D. L.; Lightman, A. P.

1972-01-01

A foundation is laid for future analyses of gravitation theories. This foundation is applicable to any theory formulated in terms of geometric objects defined on a 4-dimensional spacetime manifold. The foundation consists of (1) a glossary of fundamental concepts; (2) a theorem that delineates the overlap between Lagrangian-based theories and metric theories; (3) a conjecture (due to Schiff) that the Weak Equivalence Principle implies the Einstein Equivalence Principle; and (4) a plausibility argument supporting this conjecture for the special case of relativistic, Lagrangian-based theories.

Attention toward contexts modulates context-specificity of behavior in human predictive learning: Evidence from the n-back task.

PubMed

Uengoer, Metin; Lucke, Sara; Lachnit, Harald

2018-02-20

According to the attentional theory of context processing (ATCP), learning becomes context specific when acquired under conditions that promote attention toward contextual stimuli regardless of whether attention deployment is guided by learning experience or by other factors unrelated to learning. In one experiment with humans, we investigated whether performance in a predictive learning task can be brought under contextual control by means of a secondary task that was unrelated to predictive learning, but supposed to modulate participants' attention toward contexts. Initially, participants acquired cue-outcome relationships presented in contexts that were each composed of two elements from two dimensions. Acquisition training in the predictive learning task was combined with a one-back task that required participants to match across consecutive trials context elements belonging to one of the two dimensions. During a subsequent test, we observed that acquisition behavior in the predictive learning task was disrupted by changing the acquisition context along the dimension that was relevant for the one-back task, while there was no evidence for context specificity of predictive learning when the acquisition context was changed along the dimension that was irrelevant for the one-back task. Our results support the generality of the principles advocated by ATCP.

Children's reasoning about physics within and across ontological kinds.

PubMed

Heyman, Gail D; Phillips, Ann T; Gelman, Susan A

2003-08-01

Reasoning about seven physics principles within and across ontological kinds was examined among 188 5- and 7-year-olds and 59 adults. Individuals in all age groups tended to appropriately generalize what they learned across ontological kinds. However, children also showed sensitivity to ontological kind in their projections: when learning principles with reference to people they were more likely to assume that the principles apply to another person than to an inanimate object, and when learning with reference to an inanimate object they were more likely to assume that the principles apply to another inanimate object than to a person. Five-year-olds, but not 7-year-olds, projected concepts learned about people to a greater extent than principles learned about inanimate objects, closely paralleling the findings of Carey for the biological domain (Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press). Results from a separate sample of 22 5-year-olds suggest that the primary findings cannot be explained by response perseveration. The present findings indicate that children understand physics principles that apply to both animate and inanimate objects, but distinguish between these ontological kinds.

Healthy Eating Design Guidelines for School Architecture

PubMed Central

Huang, Terry T-K; Sorensen, Dina; Davis, Steven; Frerichs, Leah; Brittin, Jeri; Celentano, Joseph; Callahan, Kelly

2013-01-01

We developed a new tool, Healthy Eating Design Guidelines for School Architecture, to provide practitioners in architecture and public health with a practical set of spatially organized and theory-based strategies for making school environments more conducive to learning about and practicing healthy eating by optimizing physical resources and learning spaces. The design guidelines, developed through multidisciplinary collaboration, cover 10 domains of the school food environment (eg, cafeteria, kitchen, garden) and 5 core healthy eating design principles. A school redesign project in Dillwyn, Virginia, used the tool to improve the schools’ ability to adopt a healthy nutrition curriculum and promote healthy eating. The new tool, now in a pilot version, is expected to evolve as its components are tested and evaluated through public health and design research. PMID:23449281

Model Guided Design and Development Process for an Electronic Health Record Training Program

PubMed Central

He, Ze; Marquard, Jenna; Henneman, Elizabeth

2016-01-01

Effective user training is important to ensure electronic health record (EHR) implementation success. Though many previous studies report best practice principles and success and failure stories, current EHR training is largely empirically-based and often lacks theoretical guidance. In addition, the process of training development is underemphasized and underreported. A white paper by the American Medical Informatics Association called for models of user training for clinical information system implementation; existing instructional development models from learning theory provide a basis to meet this call. We describe in this paper our experiences and lessons learned as we adapted several instructional development models to guide our development of EHR user training. Specifically, we focus on two key aspects of this training development: training content and training process. PMID:28269940

Maximizing the information learned from finite data selects a simple model

NASA Astrophysics Data System (ADS)

Mattingly, Henry H.; Transtrum, Mark K.; Abbott, Michael C.; Machta, Benjamin B.

2018-02-01

We use the language of uninformative Bayesian prior choice to study the selection of appropriately simple effective models. We advocate for the prior which maximizes the mutual information between parameters and predictions, learning as much as possible from limited data. When many parameters are poorly constrained by the available data, we find that this prior puts weight only on boundaries of the parameter space. Thus, it selects a lower-dimensional effective theory in a principled way, ignoring irrelevant parameter directions. In the limit where there are sufficient data to tightly constrain any number of parameters, this reduces to the Jeffreys prior. However, we argue that this limit is pathological when applied to the hyperribbon parameter manifolds generic in science, because it leads to dramatic dependence on effects invisible to experiment.

TRAINING IN INDUSTRY--THE MANAGEMENT OF LEARNING.

ERIC Educational Resources Information Center

BASS, BERNARD M.; VAUGHAN, JAMES A.

THE PRINCIPLES OF LEARNING BEHAVIOR DERIVED THROUGH LABORATORY STUDY CAN BE EXTENDED TO EXPLAIN MUCH OF THE COMPLEX LEARNING REQUIRED IN INDUSTRIAL TRAINING PROGRAMS. A REVIEW OF THE BASIC PRINCIPLES OF HUMAN LEARNING INTRODUCES FOUR BASIC CONCEPTS--DRIVE, STIMULUS, RESPONSE, AND REINFORCER--AND DISCUSSES CLASSICAL AND INSTRUMENTAL CONDITIONING…